The practice of psychological assessment among school psychologists.

Goh, David S.; Teslow, Jessica; Fuller, Gerald B.

doi:10.1037/0735-7028.12.6.696

Cited by 111 publications

(62 citation statements)

References 8 publications

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“…For example, Hutton, Dubes, and Muir (1992) found that school psychologists made use of few measures other than individual intelligence tests, individual achievement tests, the Bender-Gestalt, and projective drawing tests. Interestingly, these results represented almost no change in school psychology practice from results reported in the original study 10 years earlier (Goh, Teslow, & Fuller, 1981). Wilson and Reschly (1996) confirmed that the same assessment methods continued to be the most widely used by school psychologists, although Shapiro and Heick (2004) showed that some shifts by school psychologists away from these assessment methods are apparent in assessment of students referred for emotional and behavioral problems.…”

supporting

confidence: 63%

“…School psychologists are adapting their practices to many of the appropriate methods for conducting these assessments and, for the most part, are not using traditional methods previously reported as being used by school psychologists in conducting evaluations (Goh et al, 1981;Hutton et al, 1992;Wilson & Reschly, 1996). While assessment and intervention for LID remains a small part of the school psychology caseload, it does require a different approach to evaluation.…”

Section: Discussionmentioning

confidence: 97%

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Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Cole

Shapiro

2005

Psychol. Schs.

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Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID.

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supporting

confidence: 63%

Section: Discussionmentioning

confidence: 97%

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Cole

Shapiro

2005

Psychol. Schs.

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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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“…In the 1980s behavior rating scales constituted only 8.6% of all assessments; the percentage increased during the 1990s to 18.3% (Goh, Teslow, & Fuller, 1981;Hutton, Dubes, & Muir, 1992;Wilson & Reschly, 1996). A recent school psychology survey indicated continuity of usage only for the Draw-A-Person (DAP) and Sentence Completions (SC) (Shapiro & Heick, 2004).…”

Section: School Psychology Assessmentmentioning

confidence: 97%

Culturally competent school assessment: Performance measures of personality

Dana

2007

Psychology in the Schools

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Performance measures of personality-narratives, Rorschach, and drawing techniques-provide continuing comprehensive assessment resources for school psychologists. These measures are examined for assets, limitations, and applications consistent with a new practice model for culturally competent school-based services. Cultural competency is informed by a generic training model and illustrated by contents of a public sector California training program. Expanding cultural competency training opportunities in all school psychology programs can integrate assessment, intervention, and outcome evaluations using performance measures within a context of guidelines and ethical responsibilities.

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The practice of psychological assessment among school psychologists.

Cited by 111 publications

References 8 publications

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

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

Culturally competent school assessment: Performance measures of personality

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