Implications for school psychologists: The challenge of Public Law 94-142.

Franzoni, Janet; Jones, R. Wayne

doi:10.1037/0735-7028.12.3.356

Cited by 2 publications

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“…Although a pamphlet from the Tennessee Department of Education (1984) advocated a broad role for the school psychologist, that role expansion does not appear to have taken hold, at least for the current sample. Psychologists from Tennessee still seem to be providers of assessment data as discussed by Franzoni and Jones (1981). In fact, these school psychologists from Tennessee reported spending more time on assessment than was reported in national studies from nearly a decade ago (Smith, 1984).…”

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confidence: 98%

Role and function of school psychologists, 1992–93: A comparative study

Roberts

Rust

1994

Psychol. Schs.

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The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral. assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model.Historically, school psychology has focused on the testing and placement of children who seemingly could not succeed in the regular classroom. However, there has been a growing revolution in certain parts of the United States resulting in expanded roles for school psychologists. Some believe this is not only desired but essential to the continuance of school psychology as a profession (Bradley & Reschly, 1993; Reschly, 1988).In recent years there has been growing pressure on professional roles in school psychology. On the one hand, PL 94-142 legislation guaranteed the regression to traditional testing and placement roles (Pfeiffer & Dean, 1988). On the other hand, the regular education initiative (Will, 1988) has urged school psychologists to abandon assessment and become involved in consultation and intervention in the regular classroom.Several notable empirical studies have investigated the roles of school psychologists. Each study commented about the prominence of assessment and the lack of time spent in consultation. For example, Davis (1976) surveyed school psychologists in Tennessee and found them to be heavily involved in individual assessment, report writing, and parent-teacher conferences. The sample preferred to spend more time in consultation as well as in group and individual counseling. In 1978, Meacham and Peckham surveyed a national sample of school psychologists. They found that the school psychologists' roles emphasized assessment, with less emphasis on consulting, interpretation, remediation, and research. However, when preferred job functions were ranked, the rankings were: consulting, assessment, change agent, interpretation, remediation, and research.Smith ( 1984) found similar results with a national sample. While his respondents spent 54% of their time doing assessment, 23% of their time was spent on intervention activities including counseling with students, teachers, and p...

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Section: Discussionmentioning

confidence: 98%

Role and function of school psychologists, 1992–93: A comparative study

Roberts

Rust

1994

Psychol. Schs.

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“…During the 1970s and early 1980s, however, the number of training programs increased to the present 289 (Abramowitz, 1981). This growth in training programs as well as varying state certification requirements and legislation (state and federal) have resulted in changes in the functioning of school psychologists (Bardon & Bennett, 1974;Franzoni & Jones, 1981;Ysseldyke, 1978).…”

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Practicing school psychologists: Their characteristics, activities, and populations served.

Smith¹

1984

Professional Psychology: Research and Practice

108

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In order to collect current information about school psychologists, a questionnaire was sent to a nationwide, random sample of practicing school psychologists. The responses of 877 school psychologists were analyzed. Results indicated the majority of time was spent in assessment (54%), followed by intervention (23%), consultation (19%), and research (/%). A reduction in assessment and increases in intervention, consultation, and research were desired. In addition, the responding school psychologists devoted 84% of their time to exceptional students, whereas they wanted to spend more time with the general school population and less time with learning disabled and mentally retarded students. A regional analysis indicated a more clinical approach to school psychology in the northeast and a more assessment-oriented approach in the southeast. Finally, school psychologists with a student ratio of less than 1:1,500 devoted more time to intervention and less time to assessment than did school psychologists where the student-to-psychologist ratio was higher.

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Implications for school psychologists: The challenge of Public Law 94-142.

Cited by 2 publications

References 4 publications

Role and function of school psychologists, 1992–93: A comparative study

Role and function of school psychologists, 1992–93: A comparative study

Practicing school psychologists: Their characteristics, activities, and populations served.

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