Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study…

Cultural beliefs about disability and related systems of special education affect the experience of children with disabilities and their parents. This article reviews research on the perceptions and experiences of parents who have preschool or elementary school-age children with disabilities in the United States and Japan. Parents' experiences…

Emphasis is placed on the role of legislation and laws as factors in the growth of school psychology, which growth has, by design, paralleled that of special education. The limited functions of the school psychologists are viewed as resulting from the special education legislation which mandated supportive services. The author complains that the…

This document focuses on state requirements for the various professional roles for Part C services and collaborative efforts to ensure high quality personnel are available to provide Part C services. States have established requirements to ensure a high quality workforce for children and families receiving Part C services. These requirements vary…

Speakers voice their opinions on: Schools: Surviving or Encountering; Special Children--Special Needs; The Way Things Are--Who's to Blame; and Crime, Violence and Vandalism in the Public Schools. Presented at the 64th Annual Conference of the International Association of Pupil Personnel Workers, St. Louis, Missouri, 1978. (Author/LPG)

The example outlined in this paper illustrates how a school system established a counseling service within its own special education division. The key administrative positions were taken up by qualified and experienced teachers while other professional personnel, such as psychologists, were employed as resource consultants. (Author)

This article discusses a class for handicaps called Special Learning and Behavior Problems (SLBP). The statutory basis and regulations governing SLBP are mentioned, followed by descriptions of the programs basic components and its salient features. (BW)

Two hundred selected teacher consultants, school psychologists, and supervisors and directors of special education and pupil personnel were trained in the effective utilization and application of reinforcement theory and directive and/or diagnostic teaching techniques with handicapped children. A state plan for utilizing limited sources to effect…

Fifty-eight credentialed school psychologists in 10 school districts were interviewed individually about background and training, professional duties, favored clinical techniques, and opinions and recommendations for improved services. Bulk of time was devoted to activities related to assessment of pupils with little involvement in research,…

This study examined how the composition of a behavior support team affected use of assessment information in the design of behavior support plans. Specifically, we examined if typical teams designed behavior support plans that differed in (a) technical adequacy and/or (b) contextual fit when (1) teams did not include behavior specialists, (2)…

Summarizes findings of other articles in terms of progress made during last decade in area of counseling persons with disabilities, as well as problems remaining. Proposes several idealistic scenarios for counselors and other human development specialists to use as guidelines for future work with people who are disabled. (Author)

Describes the many contributions of a supervisor of child welfare and attendance. In the Baton Rouge, La., system such supervisors (one per 15,000 educables) serve as co-ordinators between school resources and personnel and those of the community. They help those pupils whose behavior, learning, and problems of adjustment are interfering with…

Results showed that the labeling process does not lead diagnosticians to place children in more restrictive educational programs. A comprehensive assessment-intervention-follow-through model that minimizes the potential dangers and abuses of labeling is proposed. (Author)

Past attempts to clarify the status of school psychology and to set guidelines for its future development are reviewed. The continuing problem for school psychology is identified as a lack of success in causing a coordinated implementation of a broad role and function which would achieve a position of recognized importance and influence for school…

Across the nation, increasing emphasis is being placed on prevention and early intervention services for children. Changes are reflected in legislative mandates, increased collaboration within and across services delivery systems, and recommended professional practices. This study examines one state's efforts for children in early childhood…