Describes an approach to service delivery consisting of three distinct services rendered by a school psychologist. Evaluative measurements of the services were made in two areas: effect of the services on the ongoing operations of the system, and evaluation of the services by school personnel exposed to the services. (Author)

Presents a method for school psychologists to work with teachers. A workshop approach which encompasses a theoretical frame of reference, experience with a classroom model, and concrete suggestions about classroom changes, is utilized. (Author)

This article describes adversary evaluation and explains its use in evaluation of school-based programs by school psychologists. The authors discuss the history of adversary evaluation, the various models that have been used, and major research findings. Three diverse examples of adversary evaluation are presented, along with criteria for…

Suggests the use of organizational management strategy to school psychologists implementing counseling and other interventive programs. Seven phases of the DURABLE approach are described. Results reported of investigation in which DURABLE was used by school psychologists to facilitate implementation of group counseling programs in urban high…

Professionals employed in school systems are called upon to define alternative ways to organize for evaluation, and to focus on various objects of evaluation. Standards suggested for judging school evaluation included those addressing accuracy, utility, propriety, and feasibility of the evaluation. (Author)

Discusses the process of observation and presents a systematic approach for incorporating behavioral observations into evaluations and written psychological reports, based on Robert Carkhuff's Human Resource Development Model. Using this framework and drawing on the experiences of the authors, several principles of report writing are discussed.…

The proposed contiguous model of applied experience woven with planned didactic sequences meets most of the professional training needs of school psychologists enrolled in the University of South Carolina Training Program. The student in the doctoral program will have acquired fundamental skills in four important areas of school psychology;…

Presents a set of training experiences to develop school-based consultation skills in preservice school psychologists and discusses problems in implementing this model of service. Also discussed are methods for mobilizing teachers to plan more precisely to meet the needs of individual pupils in the classroom. (Author)

Reviewed a program designed to assist multidisciplinary teams engaged in screening and eligibility determination to assess their own functioning and set specific goals to improve their case handling procedures. Described the approach and provided some preliminary data on the usefulness of the program. (LLL)

The Child Resource Team was designed to operate as an alternative to outside agency referral. The multidisciplinary unit provides intensive therapy to school-aged children and their families. Following two years of operation, an analysis of the team's successes and failures has revealed significant gains and difficulties. (Author)

Discusses the difficulty of documenting the effectiveness of preschool programs and relates this to measuring instruments used and the type of design selected. Methods are provided to assist psychologists and educators to evaluate preschool programs. Three studies of preschool programs using different designs which involve published…

Describes a counseling program wherein parents, teachers, student and supportive personnel interact to asses student's problems and decide on intervention strategies. (HMV)

This paper examines the relationship of a town-supported mental health program and the town's public school system. Highlighted are the variety of problems which develop and strategies adopted to resolve the problems. (Author)

Rapid growth in the psychological professional has brought an attempt to make the doctoral degree the minimal credential for entry to independent practice. Examination of the characteristics of doctoral and nondoctoral training programs in school psychology suggests that each type of program has points in its favor. (Author)

School psychologists should play a critical role in determining the policy implications of effective early childhood education and development programs. The tools of knowledge they use are: (1) human growth and development, learning, and program impact; (2) effects of programs on children; and (3) program implementation at the local level. (Author)