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1.
This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
2.
Elementary students in programs for gifted and highly gifted students were tested using the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5). Students’ scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children— Third Edition (WISC‐III). In addition, rank order was not well preserved between the SB5, WISC‐III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status. 相似文献
3.
Michelle Kilpatrick Demaray Katherine Schaefer Lauren K. Delong 《Psychology in the schools》2003,40(6):583-597
The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention‐deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate‐level psychologists self‐reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 583–597, 2003. 相似文献
4.
This paper describes assessment and intervention practices with second‐language learners among practicing school psychologists in one southwestern state. A 10‐item survey was used to gain information about the assessment instruments and procedures and intervention practices used with linguistically different children by school psychologists. Surveys were mailed to all members of the state professional organization. Thirty‐three percent of the surveys were returned and considered usable for analyses. An analysis of the returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum‐based measurement, dynamic assessment, and portfolio assessment with this population. The majority, however, continue to use traditional cognitive tests, such as the Weschler Scales, and traditional interventions, such as resource room service delivery. Results of the survey are discussed in terms of best practices with linguistically different children. © 2000 John Wiley & Sons, Inc. 相似文献
5.
The identification of students with emotional disturbance: Moving the field toward responsible assessment practices 
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下载免费PDF全文 For over 40 years, the special education category Emotional Disturbance (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct‐laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94–142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category. 相似文献
6.
The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty‐three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying theoretical framework, specifically Cattell‐Horn‐Carroll (CHC) theory. Despite this finding, the majority of those sampled continue to engage in traditional assessment practices that are not consistent with CHC theory. Furthermore, the majority of those sampled reported that they assess culturally and linguistically diverse students and modify their practices when doing so. Unfortunately, the modifications endorsed by those surveyed might be discriminatory. The implications of these findings are discussed herein. 相似文献
7.
School‐based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths‐based, approach to working with students is needed. Although strengths‐based assessment (SBA) is not a new concept, it is not routinely incorporated into school‐based assessment services. This article provides an overview of SBA and its benefits, along with empirically‐driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths‐based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists. 相似文献
8.
Tasha H. Williams David E. McIntosh Felicia Dixon Jocelyn H. Newton Elizabeth Youman 《Psychology in the schools》2010,47(10):1071-1083
The Stanford–Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell–Horn–Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five‐factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five‐factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high‐functioning students. Participants included 201 high‐functioning, third‐grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four‐factor, post‐hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high‐achieving children. Directions for future research are also discussed. © 2010 Wiley Periodicals, Inc. 相似文献
9.
Claire Lavin 《Psychology in the schools》1995,32(4):255-263
When children are referred to psychologists for evaluation, the most useful resulting information for the classroom teacher is not a label but suggestions regarding instruction. In its present format, the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE; Thorndike, Hagen, & Sattler, 1986) lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained from the SB:FE provide important insights into cognitive strengths and weaknesses that may be related to academic functioning. Although there is no one-to-one correspondence between scores on a particular subtest and performance in a particular academic area, clinical interpretation of SB:FE test data can help psychologists answer the question, “How do I teach him to read?” 相似文献
10.
The basic purpose of this study was to determine: (a) how school psychologists operationally define severe emotional disturbance as outlined in PL 94–142 (SED), and (b) the extent to which assessment procedures are in compliance with PL 94–142. A total of 83 school psychologists from two north central states participated in the study. Results indicated that a typical battery for assessing SED consisted of the WISC-R, WRAT, Bender-Gestalt, an incomplete sentences test, a behavior-rating scale, classroom observation, and informal interviews. A high correlation was found between the frequency with which psychologists use a type of data and the importance ascribed to that data source. Psychologists generally relied on only one or two criteria when considering severity of emotional disturbance. Special education placement often was contingent upon program availability. Implications for training and practice were presented. 相似文献
11.
Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005. 相似文献
12.
Professional school counselors, school psychologists, and other professionals working in K‐12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of techniques to ensure equitable distribution of services to all students and their families. This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc. 相似文献
13.
Evelyn Goldwasser Joel Meyers Sandra Christenson Janet Graden 《Psychology in the schools》1983,20(2):153-165
This paper presents the results of a national survey of school psychologists to determine the impact of PL 94-142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979-80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow-up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,000 to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of practice. 相似文献
14.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. 相似文献
15.
《韦氏儿童智力量表-第四版》于2003年在北美公开发行和使用以来,得到众多学校心理学、儿童心理学和临床心理学专家的好评。与以往韦氏儿童智力量表相比,第四版本不再使用单一的言语量表得分和操作量表得分来笼统概括儿童的智力水平,而是提供了言语理解(Verbal Comprehension)、知觉推理(Perceptual Reasoning)、工作记忆(Working Memory)和加工速度(Processing Speed)四大分量表的索引得分以及一个全量表得分。这种更加细化的分类使得这一测验的结果有助于更精确地做临床诊断。心理学工作者和特殊教育工作者可以更直观、更具体地判断出被试是否在某一特定的认知功能方面有障碍或缺陷。韦氏第四套智力量表与以往的韦氏量表相比不仅仅是更新和扩大了常模,其设计理念的改进、记分方法的改变都使得该测验的结果更有助于心理学和特殊教育工作者做出更准确的解释和临床判断。文章详细介绍了韦氏第四套儿童智力量表的结构、相关的理论支持、各个分测验的设计理念和作用、信度和效度等指标、如何解释该量表的测验结果以及其临床应用价值等。笔者希望该简介有抛砖引玉的作用,使同行可以以“他山之石”为用。 相似文献
16.
The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC‐III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional‐defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC‐III (WISC‐IV; D. Wechsler, 2003) are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005. 相似文献
17.
School psychologists and administrators are often asked to respond to student violence and disorder based on incomplete or inaccurate information about the nature and scope of these problems in their schools. Records of disciplinary actions and incidents may reflect only the tip of the proverbial iceberg. In national surveys, school administrators report rates of violence and disorder that are only a small fraction of the rates reported by students in national self‐report surveys. Student self‐report surveys on school violence and disorder may offer school officials a means of more accurately appraising the prevention needs of their students. This article compares the methods and findings of three national surveys of students in an effort to understand what methodological characteristics have the most salient impact on their findings. The article examines measures of school‐related weapon carrying and fear from all three national surveys contrasting their modes of administration and question phrasing. Estimates from even the most expertly designed and administered survey will include some error. However, the stability and comparability of the national surveys across time and across surveys suggest that student self‐report surveys are valuable tools for school‐level needs assessment. © 2001 John Wiley & Sons, Inc. 相似文献
18.
Jocelyn H. Newton David E. McIntosh Felicia Dixon Tasha Williams Elizabeth Youman 《Psychology in the schools》2008,45(6):523-536
This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K‐BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K‐BIT. Four scores (SB5 ABIQ, K‐BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K‐BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc. 相似文献
19.
Sandra M. Chafouleas Sheila M. Clonan Tracy L. Vanauken 《Psychology in the schools》2002,39(3):317-325
This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
20.
Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education‐related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school‐based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school‐based counseling services. 相似文献