Facilitators of and barriers to school psychologists' social–emotional/behavioral practices

Abstract

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well‐being using data and evidence‐based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety‐nine full‐time, school‐based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence‐based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence‐based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence‐based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence‐based practices in these areas.

Examinando la formación en manejo y apoyo conductual en el aula y sentido de eficacia de futuros profesores

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