Current Test Usage by Practicing School Psychologists: A National Survey

Abstract

A random sample of members of the National Association of School Psychologists was surveyed to examine the assessment activity of practicing school psychologists. Test-usage estimates and importance ratings for well-established standardized instruments, newly revised or released instruments, and informal procedures such as interview and curriculum-based assessment were examined. Estimates of time involved in various service delivery activities also were obtained. Results indicated that assessment activities still account for about 50% of the practice hours of school psychologists, followed by consultation (20%) and treatment (19%). School psychologists reported frequent use of intellectual, behavior-social-emotional, achievement, and perceptual assessment methods, but were less likely to be involved in vocational or preschool assessment. Familiar instruments, such as the Wechsler scales, the Woodcock-Johnson Psycho-educational Battery-Revised, the Wide Range Achievement Test-Revised, the Bender-Visual Motor Gestalt, the Beery Developmental Test of Motor Integration, and the Vineland Adaptive Behavior Scales, were the most used tests. However, in the social-emotional domain, direct assessment methods, such as interview and observation, were more frequently used and rated as more important than standardized measures. These results, and the limitations of the study, are discussed.

Social desirability and behavior rating scales: An exploratory study with the Child Behavior Checklist/4–18

“…Although school psychologists and other professional psychologists continue to rely more on objective methods to assess children's emotional-behavioral disorders (Lachar, 1993(Lachar, , 1998Stinnett, Havey, & Oehler-Stinnett, 1995), the development of children's self-reports has trailed behind that of the refinement of parent reports (Wrobel et al, 1999). For example, children self-report measures typically have been restricted to one-dimensional measures of psychopathology, such as the Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1979) or the Children's Depression Scale (CDI, Kovacs, 1985).…”

Contemporary practices in school psychology: A national survey of roles and referral problems

“…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.…”

“…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).…”

“…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).…”

Stability of the adjustment scales for children and adolescents

“…School psychologists prefer objective assessment methods that facilitate links between assessment and intervention (Reschly & Ysseldyke, 1995), rather than inferential methods, in assessing psychopathology and problem behavior. Consequently, standardized behavior rating scales and checklists have achieved great popularity among school and clinical psychologists (Merrell, 1994a).Among school psychologists, behavior rating scales are the most frequently used instruments in assessing emotional and behavioral difficulties of youths (Stinnett, Havey, & Oehler-Stinnett, 1994). Behavior rating scales are "one of the most efficient, sound, and effective ways .…”