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The role and function of school psychologists and changes in such since Public Law 94-142 have been the subject of research by numerous authors. However, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested about equally that the role and function of the school psychologist has changed and has not changed since Public Law 94-142, studies have failed to substantiate such speculation one way or the other. The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975, before Public Law 94-142 came into full effect. The study was designed to answer the following eight research questions: (1) What expectations do school psychologists have for attributes? (2) What is the relative degree of importance that school psychologists attach to participations in various professional activities? (3) What is the relative degree of importance that school psychologists attach to the various functions of their present position? (4) What is the relative frequency with which school psychologists perform the various functions of their present position? (5) What is the relative degree of importance that school psychologists attach to the various functions of their present position compared to the relative frequency with which they actually perform those same functions? (6) What are school psychologists' expectations for their performances of specific functions? (7) What is the influence of selected demographic variables on school psychologists' expectations for their performances of specific functions? (8) What is the degree of consensus between the results obtained in this study and those obtained in Murray’s study relative to the areas outlined above? Data were collected via mailed surveys using a personal data form, to gain demographic information, and a modified form of the questionnaire used by Murray (1975). Three hundred nineteen members of the Virginia Association of School Psychologists were mailed survey materials, and a response rate of 80.5% was obtained. Of this total, one hundred seventy-six met the requirements necessary to be included in the data analysis. Demographic information was obtained and frequency counts of modified questionnaire responses revealed information relative to school psychologists’ expectations for attributes, participations in professional activities, and performances of functions, as well as importance attached to, and frequency of performance of, various functions. One-way ANOVA procedures were used to determine the relationship between overall expectations for performances of various functions scores and demographic variables. No significant differences were found among demographic variables. Chi-square procedures were used to compare the present expectations for role and function with those of Murray (1975). Results indicated that many specific aspects of the Virginia school psychologist's expectations for role and function have changed since 1975 and new roles have emerged. Changes were seen in expectations for attributes, participation in professional activities, and performance of various functions yet these specific changes in expectations have not led to changes in importance attached to, or actual frequency of performance of, functions. Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, and employers of school psychologists, as well as professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research. / Ed. D. / incomplete_metadata

Students with specific learning disabilities (SLDs) account for approximately 40% of all students receiving special education services. Debate among professionals regarding the causes of SLDs and the most appropriate methods used to identify SLDs persists. This debate may be related to the increase in prevalence of SLDs since the implementation of special education law in 1975. There are three prominent theories regarding the cause of SLDs: (a) environmental theory, (b) biological theory, and (c) interactional theory. The Individuals with Disabilities Education Act (IDEA) allows school districts to implement the following SLD identification procedures: (a) the IQAchievement discrepancy method, (b) response-to-intervention (RtI), and/or (c) alternative research-based methods, such as personal strengths and weaknesses (PSW). This study employed survey methodology to evaluate the intersection between school psychologists’ beliefs about the cause of SLDs, their preferred practices, their actual practices, and their job satisfaction associated with assessment. School psychologists are one member of a multidisciplinary team aimed toward identifying children with SLDs and are estimated to spend nearly half their time in special education decision making. This study also evaluated the influence alignment between school psychologists preferred and actual practices have on their job satisfaction associated with assessment. Findings showed that, similar to other professionals, school psychologists’ had varying beliefs about the causes of SLDs. Environmental beliefs were significantly correlated with a preference for RtI for SLD identification, while biological beliefs were significantly correlated with preferences for the IQ-Achievement discrepancy method and alternative research based procedures for SLD identification. Preferred methods of identification impacted all three identification methods, and beliefs about the cause of SLDs impacted actual PSW practices, above and beyond individual and school characteristics. Finally, greater alignment between preferred SLD identification practices and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications and directions for future research are discussed.

Autism Spectrum Disorders (ASD) are being diagnosed at alarmingly high rates and school psychologists are charged with evaluating, identifying, and providing interventions for students with ASD in the United States’ public school systems. A national survey probed Nationally Certified School Psychologists (NCSP) to determine their level of knowledge in the area of autism assessment; the assessment methods, measures, and techniques they employed; their level of training; and their level of preparation and confidence. Results indicated training positively affected NCSPs knowledge about autism; their levels of involvement with students with autism; and their perceived levels of preparation to work with this population. Of the 662 participants, the majority accurately identified true and false statements about autism and the diagnostic features suggesting they had a clear understanding of how to diagnose autism. Participants with more training reported an increased level of involvement on multidisciplinary teams and an ability to diagnose autism when compared to those with less training. Brief rating scales were among the most commonly used instruments, while lengthier, more robust diagnostic instruments were among the least-often employed suggesting school psychologists are not trained or are too strapped for time and resources to use these instruments. Participants felt more prepared to provide consultation and assessment services and less prepared to provide interventions. More than half (57.5%) of participants reported they had formal training (completed formal course work or internship experience) in autism, but just over 40% had only informal training in the form of workshop or in-service attendance. The National Research Council (2001) stresses that workshops are not an appropriate substitute for effective training, supervision, and consultation, indicating too many of the nation’s school psychologists lack sufficient training in the area of autism. These data and previous research (i.e., Filipek et al., 1999; Ikeda, 2002; Spears, Tollefson, & Simpson, 2001) suggest school psychologists need more formal training and experience in meeting the needs of individuals identified with autism. / Department of Educational Psychology

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

Ethics is a topic of great importance for professional school psychologists. The National Association of School Psychologists’ (NASP) Principles for Professional Ethics is a document that originated in 1974 and was most recently revised in 2010. The function of this document is to guide school psychologists’ conduct in their professional careers. This study examines the content of school psychology journals, the NASP school psychology newspaper, and NASP convention abstracts from the last 16 years to evaluate the ethical topics being discussed within the school psychology community. A search of the publications related to ethics provides answers to several questions while highlighting the contemporary concerns and interests of school psychologists. The findings of this study include the representation of ethical issues in four domains to varying degrees. The greatest topics of interest and concern for school psychologists were found to be related to assessments and interventions while issues related to professional behaviors seem underrepresented in the literature.

The purpose of this research study was to analyze school psychologists' perspectives on 27 parent involvement and empowerment activities focused upon improving students' school success. A sample of 36 school psychologists from high and low minority schools in a large urban school district rated the degree to which they believed the activities should be offered to parents and the extent to which they were feasible to implement over the next five years. The activities rated highest for offer and feasibility by psychologists at both high and low minority schools were related to information dissemination and one-to-one meetings. The activities rated lowest for offer and feasibility by psychologists at both high and low minority schools were related to systems change and time-intensive programming. Psychologists' mean ratings for offer were generally higher than their mean ratings for feasibility of implementation. However, the mean ratings for offer and feasibility at high minority schools tended not to be different from those ratings at low minority schools. Time was rated as the biggest barrier to implementation at both high and low minority schools, with current work responsibilities a close second. It is suggested that moving away from the traditional role of assessment and placement and towards prevention and intervention might reduce, if not eliminate, the time and current work responsibilities barriers and allow more school psychologists to implement home-school collaboration.

School psychologists have increased their practice of consultation within the schools due to mandates by the National Association of School Psychologists (NASP) and positive outcomes associated with the service. Previous research has examined how training directors at school psychology graduate programs viewed consultation training. The current study investigated how school psychologists view their training in consultation and how they view the practice of consultation in school systems. A random sample of 510 school psychologists from across the country was sent a survey to obtain their perspectives on consultation. A 46% return rate was achieved. The respondents were divided into two groups based on the practitioner’s years of experience (i.e., more than 10 years experience and less than 10 years experience) in order to make comparisons based on when the school psychologists received their training. Results indicated that recent graduates reported more comprehensive training in consultation, a heavier emphasis on collaborative and problem-solving consultation and significantly higher levels of satisfaction with consultation training and practice. However, recent graduates did not perceive their skills with consultation to be higher than school psychologists with less training, but more experience.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.