Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

Hughes, Jan N.

doi:10.1002/1520-6807(197904)16:2<234::aid-pits2310160213>3.0.co;2-#

Cited by 47 publications

(7 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of CBM has great potential for expanding the roles of school psychologists to include more functional direct or indirect intervention services. There is considerable variability in practice, but prevailing estimates suggest that the typical school psychologist spends three fourths of the time collecting data for determining students’ special education eligibility (Goldwasser, Meyers, Christenson, & Graden, 1984; Hughes, 1979). CBM, as operationalized, is teacher-driven primarily; it is placed in the hands of trained special education and regular education teachers.…”

Section: Discussionmentioning

confidence: 99%

Curriculum-based measurement and the identification of mildly handicapped students: A research review.

Shinn

Tindal²,

Stein³

1988

Professional School Psychology

View full text Add to dashboard Cite

Curriculum-based assessment procedures (CBA) have received considerable attention in the professional literature as alternative methods of making educational decisions with mildly handicapped students. Although numerous CBA approaches have been identified, only Deno’s (1985) model of Curriculum-based Measurement (CBM) has been investigated empirically with respect to technical adequacy and efficacy in identifying students as mildly handicapped. This article presents and summarizes the extensive research that has been conducted regarding the technical adequacy of CBM and its use as a method for making norm-referenced decisions: (a) screening, and (b) determination of eligibility for special education services. Two applications of CBM procedures within school systems are presented with respect to utility and outcomes. Needs for future research and the implications for the development of a continuous and consistent data base for decision making and for the practice of school psychology are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Curriculum-based measurement and the identification of mildly handicapped students: A research review.

Shinn

Tindal²,

Stein³

1988

Professional School Psychology

View full text Add to dashboard Cite

show abstract

“…Respondents reported more failure in teacher consultation in comparison with parent or parent-teacher consultation. The implications of these results for consultation training and practice are discussed.Numerous surveys have documented school psychologists' desire to devote more time to consultation with parents and teachers (Hughes, 1979;Meacham & Peckham, 1978;Smith, 1984). In fact, consultation has become one of the major functions of school psychologists (Gutkin & Curtis, 1982).…”

mentioning

confidence: 99%

School psychologists' attributions for success and failure in consultations with parents and teachers.

Smith¹,

Lyon²

1986

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

In order to determine the types of consultation cases most likely to be viewed as successful or unsuccessful by school psychologists and the reasons for viewed success or failure, questionnaires were sent to a nationwide random sample of 389 practicing school psychologists. Responses were received from 243 practitioners. Chi-square analysis indicated a significantly greater number of attributions to the consultee in the failure condition in comparison with the success condition. Respondents reported more failure in teacher consultation in comparison with parent or parent-teacher consultation. The implications of these results for consultation training and practice are discussed.Numerous surveys have documented school psychologists' desire to devote more time to consultation with parents and teachers (Hughes, 1979;Meacham & Peckham, 1978;Smith, 1984). In fact, consultation has become one of the major functions of school psychologists (Gutkin & Curtis, 1982). The primary impetus for this desire to spend more time in consultation derives from two large advantages that indirect service has over direct service. First, more potential clients are served when the school psychologist disseminates his or her specialized knowledge to a consultee who then applies this knowledge to a larger number of students than could be reached directly. Second, the potential for primary and secondary prevention of future problems increases as a function of consultee mastery of present problem situations. Despite this documented desire to spend more time in consultation, recent surveys of school psychologists indicate that formal training in this area is the exception rather than the rule. For example, Meyers, Wurtz, and Flanagan (1981) surveyed 121 school psychology training programs and found that 60% of them did not offer a course exclu-DOUOLAS K. SMITH received his PhD from Georgia State University in 1977. He is an associate professor in and the chairperson of the Department of Psychology at the University of Wisconsin-River Falls. In addition, he directs the School Psychology Training Program. His research interests include the consultation process in school psychology and the Kaufman Assessment Battery for Children. MARK A. LYON received his PhD from the University of Wisconsin-Madison in 1983. He is currently assistant professor of psychology at the University of Wisconsin-River Falls and teaches primarily in the School Psychology Training Program. His research interests include consultation in the schools, psychoeducational assessment, and academic learning time. THE AUTHORS GRATEFULLY ACKNOWLEDGE the assistance of Connie Schollmeier in this research.

show abstract

“…It is stated in the article that there “is less than an overwhelming demand for school consultation.” To the contrary, I think the signs are clear that consultation is a desired service. Surveys of teachers and school administrators have consistently shown that they view consultation favorably (e.g., Gutkin, 1980; Hughes, 1979; Waters, 1973). Consultation is specifically described as a service to be provided by school psychologists in the Standards for the Provision of School Psychological Services (National Association of School Psychologists, 1984).…”

Section: Issues Raised By the Researchmentioning

confidence: 99%

Reactions to school consultation: Some considerations from a problem-solving perspective.

Graden¹

1989

Professional School Psychology

View full text Add to dashboard Cite

show abstract

Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

Cited by 47 publications

References 9 publications

Curriculum-based measurement and the identification of mildly handicapped students: A research review.

Curriculum-based measurement and the identification of mildly handicapped students: A research review.

School psychologists' attributions for success and failure in consultations with parents and teachers.

Reactions to school consultation: Some considerations from a problem-solving perspective.

Contact Info

Product

Resources

About