Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences

Albritton, Kizzy; Mathews, Rachel; Boyle, Sara G.

doi:10.1080/15377903.2018.1462280

Cited by 20 publications

(34 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…School psychologists consistently report that conducting psychoeducational evaluations (i.e., assessment and report writing) for special education identification remains a significant portion of their role (McNamara et al, 2019 ), a trend seen in past surveys (Castillo et al, 2012 ). Additional surveys in more specific settings, such as early childhood, indicates this trend to be the case as well (Albritton et al, 2019 ). On the opposite end, the area of program evaluation is arguably an underutilized aspect of school-based practice.…”

Section: An Examination Of School Psychology Practice and Trainingmentioning

confidence: 95%

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

Ormiston

Dixon

Barnett

2021

Contemp School Psychol

View full text Add to dashboard Cite

Surveys of trainers in school psychology have been administered to examine training competencies and content delivered to school psychology trainees. Surveys of practitioners working with school psychology trainees are limited as discussed by Lewis et al. ( 2005 ). The purpose of this exploratory study is to seek to understand the perceptions of specialist-level site-based supervisors in relation to practicum students’ knowledge in several competency areas. Utilizing the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services and Standards for Graduate Preparation of School Psychologists as reported by NASP ( 2020b ) and commonly reported school psychology practices as discussed by McNamara et al. ( 2019 ), a survey was developed and administered to specialist-level practicum supervisors. Results of Chronbach’s alpha analyses examining internal consistency for each of the seven domains ranged from good to excellent (0.85-0.95) although mean differences in domain ratings were not found to be significant. Results of the study are presented along with study limitations and directions for future research.

show abstract

Section: An Examination Of School Psychology Practice and Trainingmentioning

confidence: 95%

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

Ormiston

Dixon

Barnett

2021

Contemp School Psychol

View full text Add to dashboard Cite

show abstract

“…Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs (2016), in 2014, there were 753,697 children ages 3 through 5 served under IDEA Part B, Section 619, and 350,581 children birth through age 2 served under IDEA Part C. Results from a national study on state licensure/certification requirements of EI/ECSE personnel confirmed that in multiple states (e.g., New Mexico, Colorado), school psychologists are the personnel serving infants and young children with disabilities and their families (Chen & Mickelson, 2015). Although previous research (e.g., Bagnato, Neisworth, Paget, & Kovaleski, 1987; Fagan & Wise, 2007) has documented a variety of roles for school psychologists serving infants and young children (e.g., assessment, consultation, intervention, team coordination and collaboration, research, family advocacy, and staff in-service training), data from a recent national survey suggest that services continue to be limited to assessment-related activities whose results are then used to inform decisions on special education eligibility (Albritton, Mathews, & Boyle, 2019). This means in EC settings, school psychologists are frequently the personnel tasked with administering a variety of developmental assessment measures when concerns arise on the need for special education services (Albritton et al, 2019; McIntyre & Garbacz, 2016).…”

Section: Traditional Role Of Ec School Psychologistsmentioning

confidence: 99%

Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices

Albritton

Chen

Bauer

et al. 2019

Young Exceptional Children

Self Cite

View full text Add to dashboard Cite

“…In these instances, children with disruptive and/or challenging behavior may, in turn, "like school less, learn less, and attend [school] less" (Raver & Knitzer, 2002, p. 3 Given the diverse nature of early childhood programs in the United States, many early childhood programs lack personnel who possess sufficient knowledge and training to provide early childhood mental health services (Giordano, Garro, Rosen, & Gubi, 2017). Historically, school psychologists' roles in early childhood have been limited to identifying students who may need and qualify for special education services (Albritton, Mathews, & Boyle, 2019). In fact, there is an insufficient number of school psychologists who are adequately prepared to serve young children via comprehensive assessment, prevention, or intervention (Giordano et al, 2017).…”

Section: Collaborations Among Parents/guardians Teachers and Schoolmentioning

confidence: 99%

“…In recent years, school psychologists' roles in early childhood have expanded beyond psychoeducational assessments to also include activities like providing early childhood service delivery across tiered systems of support, consultation for individual students and school-wide programs, collaboration with early childhood educators and families, intervention, completing other assessment related activities (e.g., screening, progress monitoring, classroom quality evaluation, etc. ), family engagement and support, and kindergarten transition (Albritton et al, 2019;McIntyre & Garbacz, 2016). The different roles, functions, and activities of school psychologists in early childhood may differ based on whether they work in Head Start, public/district preschool, or private preschool (Albritton et al, 2019).…”

Section: Collaborations Among Parents/guardians Teachers and Schoolmentioning

confidence: 99%

“…), family engagement and support, and kindergarten transition (Albritton et al, 2019;McIntyre & Garbacz, 2016). The different roles, functions, and activities of school psychologists in early childhood may differ based on whether they work in Head Start, public/district preschool, or private preschool (Albritton et al, 2019).…”

Section: Collaborations Among Parents/guardians Teachers and Schoolmentioning

confidence: 99%

See 1 more Smart Citation

Mediating the Relation Between Parent-Child Attachment Relationships and Peer Acceptance With Preschoolers’ Self-Regulation

Lucas-Nihei¹

View full text Add to dashboard Cite

Peer acceptance represents the degree to which a child is well liked by peers, and it is a crucial component of the early childhood years (Ladd & Sechler, 2013). Being accepted among peers impacts multiple areas of child development, including academics, behavior, and socialemotional domains. A child who is highly accepted by their peers is viewed as a preferred playmate and can be observed playing with various peers. Young children's earliest peer relationships begin forming during the preschool years. One predicting factor of peer acceptance is the attachment relationship between the parent and child. The security experiences within parent-child attachment relationships help foster the growth of children's social competence, which in turn allows children to begin forming relationships with other children (Raikes, Virmani, Thompson, & Hatton, 2013; Thompson, 2016). Another important predictor of peer acceptance is children's self-regulation, which includes several cognitive and behavioral processes that allow children to manage their emotions, behavior, and thoughts to better acclimate to their environment (Liew, 2012). Self-regulation is linked to both the parent-child attachment relationship and children's peer acceptance (Contreras, Kerns, Weimer, Gentzler, & Tomich, 2000; Gottman & Mettetal, 1986). The purpose of this study was to test the mediating role of preschoolers' self-regulation on the association between parent-child attachment relationship qualities and preschoolers' peer acceptance. Three mediation models were tested via a structural equation modeling approach using path analysis. In the first mediation model, it was predicted that the model will represent the best fit for the data collected, supporting that children's (girls and boys combined) self-regulation mediates the relation between the parentchild attachment relationship qualities and preschoolers' peer acceptance. Results from the first mediation model indicated that preschoolers' self-regulation mediates the relation of parent-child attachment qualities and preschoolers' peer acceptance. In the second mediation model, it was predicted that older preschoolers will demonstrate stronger self-regulation, compared to younger preschoolers. Results from the second mediation model indicated that children's age significantly predicts preschoolers' self-regulation. In the third mediation model, with sufficient statistical power, it was predicted that girls will demonstrate stronger self-regulation, compared to boys. Results from the third mediation model indicated that children's gender significantly predicts preschoolers' self-regulation. These results contribute to the literature regarding factors that predict peer acceptance and have important implications for children, families, early childhood education teachers, and other professionals who support young children's overall development.

show abstract

Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences

Cited by 20 publications

References 22 publications

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices

Mediating the Relation Between Parent-Child Attachment Relationships and Peer Acceptance With Preschoolers’ Self-Regulation

Contact Info

Product

Resources

About