School Psychology

Reschly, Daniel J.

doi:10.1002/0471264385.wei0717

Cited by 5 publications

(5 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Legal requirements have been a major influence in determining the current status of the field, including both the professional practices of school psychologists and the number of employment positions. Reschly and Bersoff (1999) stated, "To a very great extent, state and federal laws create the requirements that lead to employment for school psychologists and, with this benefit, comes significant legal regulation over how school psychology will be practiced" (p. 1077). Just as they have in the past, federal or state legislation could be enacted in the years ahead that would dramatically impact the demand for school psychologists as well as their professional roles.…”

Section: Demand For School Psychologistsmentioning

confidence: 99%

The status of school psychology: Implications of a major personnel shortage

Curtis

Hunley

Grier

2004

Psychology in the Schools

View full text Add to dashboard Cite

The findings of earlier studies are reviewed and results of analyses of recent data are reported in presenting an overview of the current and possible future status of school psychology in the United States. Recognizing that legislation could have major, but as yet unclear, implications for the field, projections suggest that school psychology is likely to face a severe personnel shortage over the next 10 years. Projections also indicate that serious, although less severe, shortages are likely to continue through at least 2020. Shortages are predicted to vary markedly by geographical region of the country and type of school setting. Potential implications of the shortage are examined for the public schools.

show abstract

Section: Demand For School Psychologistsmentioning

confidence: 99%

The status of school psychology: Implications of a major personnel shortage

Curtis

Hunley

Grier

2004

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…If intelligence test scores are unstable across 2- to 3-year time spans, then these children may be retained in special education programs when they no longer are eligible for those services. Thus, it is essential that initial placement decisions are based on stable intelligence test scores because special education placement is not uniformly helpful for students and might be harmful to some (Reschly & Bergstrom, 2009).…”

mentioning

confidence: 99%

Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition.

Canivez

Watkins

2013

Psychological Assessment

122

View full text Add to dashboard Cite

Long-term stability of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003) was investigated with a sample of 344 students from 2 school districts twice evaluated for special education eligibility at an average interval of 2.84 years. Test-retest reliability coefficients for the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), Processing Speed Index (PSI), and the Full Scale IQ (FSIQ) were .72, .76, .66, .65, and .82, respectively. As predicted, the test-retest reliability coefficients for the subtests (Mdn = .56) were generally lower than the index scores (Mdn = .69) and the FSIQ (.82). On average, subtest scores did not differ by more than 1 point, and index scores did not differ by more than 2 points across the test-retest interval. However, 25% of the students earned FSIQ scores that differed by 10 or more points, and 29%, 39%, 37%, and 44% of the students earned VCI, PRI, WMI, and PSI scores, respectively, that varied by 10 or more points. Given this variability, it cannot be assumed that WISC-IV scores will be consistent across long test-retest intervals for individual students.

show abstract

“…When considering citations from the school psychology's six most prominent journals, only 7.7% of citations to the 10 most cited chapters stemmed from these journals. The Reschly andYsseldyke (1995, 2002) chapters had the highest rates of citations from these journal articles, but these citing sources composed only 15.2% and 14.3% of their total citations, respectively. Shinn (2002) had more than 10% of its citations (13.4%) stem from these journals.…”

Section: Best Practicesmentioning

confidence: 99%

A bibliometric and content analysis of Best Practices in School Psychology.

Floyd,

Fitzpatrick,

McNicholas

et al. 2024

School Psychology

View full text Add to dashboard Cite

Best Practices in School Psychology is one of the most influential books in school psychology history. Originally published in 1985 by Thomas and Grimes, it was the first book offered by the National Association of School Psychologists. Its six editions have been revised every 5–8 years. Utilizing Publish or Perish as well as cross-referenced tables of contents from Best Practices, a bibliometric analysis of its 589 chapters and 37 appendices was completed. Results yielded 15,812 citations in Google Scholar—most citations (6,448) stem from its fourth edition, published in 2002. One chapter by Good et al. (2002) was cited more than 400 times, and five other chapters were cited more than 300 times. In all, 42 chapters were cited more than 100 times. Content analysis revealed that most chapters primarily addressed domains reflecting data-based decision making and interventions. The 79 most cited chapters generated almost two-thirds of all citations, and at least one-third of the citations to each of the 10 most cited chapters emerged from student projects, such as theses and dissertations. The editors, authors, and reviewers of Best Practices have produced a massive number of chapters across six editions, and although these publications were initially intended to guide practicing school psychologists, they have had a substantial impact on scholarship, including student projects.

show abstract

School Psychology

Cited by 5 publications

References 65 publications

The status of school psychology: Implications of a major personnel shortage

The status of school psychology: Implications of a major personnel shortage

Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition.

A bibliometric and content analysis of Best Practices in School Psychology.

Contact Info

Product

Resources

About