Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.School psychology needs to maintain an ongoing data base specific to professional practices (Reschly & Wilson, 1995). Periodic updates of this information are essential in planning for training, professional development, research, and role change. Surveys of school psychologists have explored a wide range of professional issues including job satisfaction (Anderson, Hohenshil, & Brown, 1984), preferences for specific job functions (Smith & Lyon, 1985), assessment practices (Stinnett, Havey, & Oehler-Stinnett, 1994), involvement in peer support groups (Zins & Murphy, 1996), participation in various service activities (Ramage, 1979), and actual time engagement in specific roles and functions (Benson & Hughes, 1985;Lacayo, Sherwood, & Morris, 1981;Nastasi, Varjas, Bernstein, & Pluymert, 1998;Reschly & Wilson, 1995;Smith, 1984).The amount of time that school psychologists allocate to different service activities reveal some consistent patterns. Assessment has remained the dominant role of practitioners with approximately half of the school psychologist's time spent in these activities (Benson & Hughes, 1985;Reschly & Wilson, 1995;Stinnett et al. 1994). Despite the prominent role that consultation has been awarded in the professional literature and training of school psychologists (e.g., Bramlett & Murphy, 1998) there does not appear to be substantial evidence reflecting a recent increase in consultation (Reschly & Wilson, 1995). In surveys by Benson and Hughes (1985), Lacayo et al., (1981), Smith (1984, Smith andLyon (1985), andStinnett et al., (1994) school psychologists spent between 18% and 25% of their time engaged in consultation. Although consultation is routinely included in surveys developed to assess professional roles and functions, no information appears to be available on school psychologists' use of specific consultation models (e.g., behavioral, mental health, etc.).Intervention and prevention are two professional roles which have been advocated as important roles of school psychologists as part of the problem-solving process (Gutkin & Curtis, 1999). Reschly and ...

Social stories have been widely used for children with autism and developmental delays; however, little research has been conducted that examines their effectiveness with pre-school children who have no developmental delays. The present study investigated this previously undocumented use of social stories. Social stories were used to decrease aggression and improve positive peer relations in a Head Start pre-school setting. Participants included three four-yearold pre-school students. A single-subject, ABC multiple baseline design with counterbalanced treatment order was implemented where social stories were compared to a neutral book. Direct observations and pre-and post-Behaviour Assessment System for Children-2 (BASC-2) Teacher Rating Scale (TRS) scores were examined. Results revealed some support for the usefulness of social stories in this setting and with this population. Limitations of the study are discussed and directions for future research are provided.

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