Self-reported assessment practices of school psychologists: Implications for training and practice

Anderson, Teresa Kay; Cancelli, Anthony A.; Kratochwill, Thomas R.

doi:10.1016/0022-4405(84)90048-7

Cited by 28 publications

(9 citation statements)

References 4 publications

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“…Moreover, the response rate is similar to those obtained in other published survey research investigating assessment practices of NASP members. Stinnett, Havey, and Oehler-Stirlnett (1994) and Anderson, Cancelli, and Kratochwill (1984) had response rates of 31 % and 36%, respectively. Additionally, the response rate is also similar to those obtained in survey research investigating assessment practices of American Psychological Association (APA) members and directors of programs (Harrison, Kaufman, Hickman, & Kaufman, 1988;22%).…”

Section: Limitations Of the Studymentioning

confidence: 95%

The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

et al. 1996

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A multistate survey of 859 school psychologists who indicated prior experience conducting bilingual psycho-educational assessment found that over half had used interpreters. Seventy-seven percent of the school psychologists who reported using interpreters had received no or very little training to do so. Only 37% of the school psychologists reported that their interpreter had received formal training. In only 7% of the cases reported were both school psychologists and interpreters trained in the interpretation process.

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Section: Limitations Of the Studymentioning

confidence: 95%

The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

et al. 1996

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“…Items for the time allocation section were adapted from previous studies assessing the professional practices of school psychologists (e.g. Anderson et al, 1984;Curtis et al, 1999;Hutton et al, 1992). The items investigating beliefs about LD were based on published definitions of LD from advocacy groups (e.g.…”

Section: Survey and Focus Groupsmentioning

confidence: 99%

“…Numerous surveys of North American school psychology practice (e.g. Anderson et al, 1984;Curtis et al, 1999;Hutton et al, 1992) have found that school psychologists spend more time on psychometric assessment and reporting than on any other activity. Recently, Curtis et al (1999) found that the majority of school psychologists in the US spend more than 70 percent of their time on psychoeducational evaluations; Reschly (2000) estimates that of the total time spent on conducting assessments, 'determining an ability (IQ)-achievement discrepancy … constitutes a major part of the current role of most school psychologists' (Reschly, 2000;p.…”

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confidence: 99%

When IQ is Irrelevant to the Definition of Learning Disabilities

Klassen

Neufeld

Munro

2005

School Psychology International

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School psychologists in North America are facing a transformation of their professional practices brought about by impending changes in operational definitions of learning disabilities (LD). This multimethod study explores the learning disabilities-related beliefs and practices of school psychologists in Western Australia, where these changes have already taken place, and where learning disabilities are not typically defined through IQ-achievement discrepancy models. School psychologists from Western Australia completed individual surveys and participated in focus group sessions that explored their range of practice in schools and their beliefs about the nature of LD. Results from the survey revealed that in contrast to North American practitioners, West Australian school psychologists spend less time on psychometric assessment, and more time on consultation and counselling activities. Surprisingly, most West Australian school psychologists continue to use IQ tests in LD assessment and to hold beliefs about LD that are consistent with ‘traditional’ definitions.

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“…While projective techniques remain popular with clinicians (Anderson, Cancelli, & Kratochwill, 1984;Goh, Teslow, & Fuller, 1981;Lubin, Larsen, & Matarazzo, 1984), and especially with those who use them with children (Goh & Fuller, 1983), they remain controversial (Obrzut & Zucker, 1983). Critics such as Batsche and Peterson (1983) have called the lack of empirical support for projective techniques one of the most critical issues for psychologists who use them.…”

Section: Results' and Discussionmentioning

confidence: 99%

The need-threat analysis: A scoring system for the children's apperception test

1989

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The study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need‐threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need‐threat binaries, which serve as scoring categories. Preliminary data on reliability are presented.

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Self-reported assessment practices of school psychologists: Implications for training and practice

Cited by 28 publications

References 4 publications

The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

When IQ is Irrelevant to the Definition of Learning Disabilities

The need-threat analysis: A scoring system for the children's apperception test

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