共查询到20条相似文献，搜索用时 31 毫秒
1.
Michael W. Bahr James D. Leduc Melissa A. Hild Shannon E. Davis Jenna K. Summers Brittany Mcneal 《Psychology in the schools》2017,54(6):581-595
In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives. 相似文献
2.
This article reviews the primary concepts underlying the current movement toward the provision of comprehensive school-linked services for children and families in low-income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community-based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school-linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training are drawn. 相似文献
3.
This article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community-based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discussed. 相似文献
4.
Bonnie K. Nastasi 《Journal of educational and psychological consultation》2013,23(3-4):295-312
The 2002 Future of School Psychology Conference called for reform of current models of professional school psychology, including a paradigm shift toward a public health model of practice. This article explores the role of school psychologists in efforts to achieve an integrated public health and public education model for delivering comprehensive school-based mental health services. Building on expertise as psychological and educational consultants, school psychooogists can play a unique role in facilitating the necessary systemic reform and capacity building for comprehensive mental health service delivery. This revised role requires redefining school-based consultation to include consultation for capacity building, and rethinking professional preparation to ensure expertise in public health models, inter-agency and interdisciplinary collaboration, participatory action research, and comprehensive service delivery. 相似文献
5.
Jane Leadbetter 《Educational Psychology in Practice》2006,22(1):19-31
This article explores the use of consultation within educational psychology practice and suggests there is confusion and lack of clarity within the profession surrounding the term, how we use it and how inclusive or exclusive it is as a practice. Three ways of conceptualising consultation are suggested and examples of research and theoretical analysis are described in order to understand these areas of practice. The latter part of the article considers the role of consultation within new practices associated with multi‐agency working and integrated services. It is suggested that as a profession we need to pay more specific attention to the knowledge and skills involved in successful consultation within multi‐agency practice, through drawing upon research and practice from beyond our own somewhat narrow field. 相似文献
6.
Michael W. Bahr 《Psychology in the schools》1996,33(4):295-307
This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and professional/training issues. The use of and preference for curriculum-based assessment strongly characterized psychologists more favorably disposed toward reform. Reform-minded psychologists included administrators and trainers as well as practitioners who receive relatively few new referrals per year. However, psychologists who conducted few evaluations appeared to do more counseling than consultation or classroom intervention. Discussion focuses on understanding psychologists' conceptualization of their current role and on identifying the characteristics and activities of the more reform-minded. © 1996 John Wiley & Sons, Inc. 相似文献
7.
Laurie McGarry Klose Cynthia Plotts Jon Lasser 《Assessment & Evaluation in Higher Education》2012,37(7):817-828
Evaluation of graduate students’ consultation skills is essential to competent practice in school settings. Congruence of evaluation of the consultation experience has been shown as an important factor in the development of competent consultants in other, related disciplines. The current study analysed student consultant and teacher consultee perspectives on several dimensions, including school system entry, knowledge gaps, territorial concerns, role ambivalence, and problems inherent in student–staff member interaction. Results of tests for congruence of ratings of providers and recipients of consultation services suggest a number of concerns regarding the preparation of graduate student consultants for successful practise in school settings, including inadequate preparation for systems entry, conflict over shared problem solving and the need to balance expertise with collaboration, and graduate student’s lack of knowledge of instructional practices. Implications for training graduate students in school-based consultation are discussed. 相似文献
8.
Susan Campbell Barbara Cannon James T. Ellis Karen Lifter James K. Luiselli Carryl P. Navalta 《International Journal of Disability, Development & Education》1998,45(2):173-187
Children with autism have complex learning and behavioural challenges which typically require comprehensive educational and therapeutic services. In recent years there have been many developments in the philosophy, methodology, and scope of intervention for this population. Factors such as early intervention, criterion‐referenced assessment, the combination of applied behaviour analysis and developmentally appropriate practices (DAP), parent training, and public school inclusive education have been noteworthy. This article describes a comprehensive continuum of services model for children with autism developed by a human services agency in Massachusetts which incorporates these and additional empirically‐based approaches. Service components, methodologies, and program objectives are described including representative summary data. The article concludes with a discussion of educational, therapeutic, and research issues which address “best practice” approaches toward children with autism. 相似文献
9.
The present study is a replication of an earlier effort by Meacham and Peckham (1978) that surveyed practicing school psychologists to obtain their perceptions regarding the congruency between the role functions of assessment, interpretation, remediation, consultation, change agent, and research and training, present job, preferred job, and competence. Overall, results indicate a greater congruency between the training and practice of school psychologists. Other findings are discussed in terms of their implications for the training and practice of school psychology. 相似文献
10.
Devadrita Talapatra Andrew T. Roach Kris Varjas David E. Houchins Daniel B. Crimmins 《Psychology in the schools》2019,56(1):56-78
For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided. 相似文献
11.
MELISSA A. BRAY LEA A. THEODORE SHAMIM S. PATWA SUZANNE G. MARGIANO JOLIE M. ALRIC HEATHER L. PECK 《Psychology in the schools》2003,40(2):193-207
This investigation employed a multiple baseline design across five participants to examine written emotional expression as an intervention to improve lung function in high school‐aged students, college students, and adults with asthma. The predicted forced expiratory volume in 1 second (FEV1 measure of large airway functioning) and forced expiratory flow (FEF25–75 measure of small airway functioning) were evaluated using spirometry. In addition, anxiety was measured using state and trait anxiety self‐report scales. Generally, results were effective. Individuals with asthma are at higher risk for increased hospitalization and death. For the school‐aged population, asthma is associated with increased absenteeism, restriction of various class activities such as physical education, and poor relationships with peers. Therefore, adults and children with asthma are in need of services and school psychologists appear uniquely qualified to intervene. More recently, the role of the school psychologist is diversifying with corresponding training (e.g., wellness, consultation, prevention, assessment and treatment of health issues) in the areas of health‐related disorders that involve a psychological component. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 193–207, 2003. 相似文献
12.
Brad A. Dufrene Lauren Lestremau Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. 相似文献
13.
Stephanie G. Robertson Steven I. Pfeiffer Nicki Taylor 《Psychology in the schools》2011,48(8):786-799
Gifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate school and professional development on gifted topics, familiarity with prominent figures in the gifted field, and gifted assessment methods. © 2011 Wiley Periodicals, Inc. 相似文献
14.
The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model. 相似文献
15.
David L. Wodrich Jennifer Tarbox John Balles Joanna Gorin 《Psychology in the schools》2010,47(3):246-256
Recent research of relevance to school psychologists suggests that the cause, or etiology, of mental retardation can be established by medical diagnosticians in approximately one‐half of cases. In the current study, 109 practicing school psychologists considered a hypothetical case of an elementary student with mental retardation and indicated their attitudes toward the use of medical consultation. School psychologists were randomly assigned to one of three experimental conditions defined by the amount of information about medical diagnostic consultations they received: (a) no information, (b) guidelines from the American Academy of Neurology (AAN) calling for medical consultation in cases of developmental delay, or (c) AAN guidelines plus a concise summary of research on etiology, prevention, and mental retardation. School psychologists with more than 10 years of experience evidenced a more favorable attitude toward medical diagnostic consultation when provided more information, whereas their less experienced colleagues demonstrated no such pattern. This finding, together with others derived from participants' responses, is discussed regarding school psychologists' practice and training. © 2010 Wiley Periodicals, Inc. 相似文献
16.
A sample of 80 special education directors completed a survey regarding the functions of school psychologists, the degree of effectiveness of psychologists in delivering certain services, and activities in which they should become more (or less) involved. The results reveal that there is no single activity that accounts for the majority of the school psychologist's time. School psychologists were rated as more effective in assessment, consulting, and crisis intervention. Activities rated as needing more involvement were counseling and consultation. Although these results are supportive of role expansion and consistent with the literature, of particular concern was the failure to identify involvement with at-risk and regular education students as a major need. These concerns suggest that there is a need for increases in primary and secondary prevention services. 相似文献
17.
E. Scott Huebner Shannon M. Suldo Laura C. Smith Caroline G. McKnight 《Psychology in the schools》2004,41(1):81-93
A central component of positive psychology is subjective well‐being (SWB). One facet of SWB receiving increased research attention is children's perceived quality of life (PQOL). Existing research related to child and youth PQOL is reviewed, followed by a discussion of the implications of the research for school psychology practice. Research with children and adolescents reveals that PQOL has a wide ranging nomological network including personality, environmental, and activity variables. Furthermore, PQOL appears to mediate relationships between the environmental experiences of youth and problem behavior. Implications are discussed within the context of calls for greater attention by school psychologists to prevention, non‐traditional assessment, direct service, consultation with teachers and parents, diversity issues, and the science‐practice connection. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 81–93, 2004. 相似文献
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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
20.
Despite many disagreements on the utility of neuropsychological applications in schools, executive function measures have been found to be useful across a variety of areas and ages. In addition, many disagreements are extant in discussions of the maturational course of the development of executive functioning abilities that are dependent on functional capacity of the human brain, including the frontal lobes, among other brain areas. In part, these controversies are related to a dearth of standardized functional assessments of executive functioning abilities across wide age spans. This article describes several recent measures of executive functioning and uses life‐span data from these assessments to project maturational periods of specific executive functions. Clinical implications of these results for school psychology assessment, rehabilitation of brain‐injured school‐aged children, and forensic practice of school psychology are posited. © 2008 Wiley Periodicals, Inc. 相似文献