This publication provides examples that illustrate how school psychologists might use graphs to improve communication of their perceptions, data, and understanding of clients' behavior to parents and students, and to other educators. The booklet is divided into two parts. Part I presents 15 graphs which were sent to school psychologists in Iowa…

Suggests that school psychology is in need of a conceptual model or framework that encompasses the various sources of input with which a school psychologist must deal; i.e., a process for the systematic analysis and evaluation of these inputs and an output that is both relevant and appropriate for the needs of the schools. (Author)

This paper discusses consultation methods which have the potential for significantly extending the professional impact of school psychologists. Multiple models of consultation are presented, and a school psychology consultation training program is described in detail. (Author/PC)

The author states that consultants generally pursue two goals: establishing communication with the consultee and helping the consultee to become a more effective problem solver. Consistent with these goals for the psychological school consultant are personal construct theory and attribution theory. Personal constructs refer to the dimensions, both…

A broad-based conceptual scheme, termed the Synoptic Evaluation Framework (SEF), provides school program evaluation services. The SEF allows for the design and conduct of a range of program evaluation studies within the school context, and has been used as a basis for training doctoral school psychology students in program evaluation. (Author)

This paper discusses some ways a psychologist carrying out evaluation within a school system can design evaluation studies to maximize the usefulness of the results. A format and procedure for designs based on providing information for decision making are presented. Examples of the experiences of one internal office are discussed. (Author)

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)

This article describes what is known of Arnold L. Gesell's position in Connecticut between 1914-1919, including conditions of employment and responsibilities. While some questions remain unanswered regarding Gesell's acquisition of the title "school psychologist," it is concluded that he was the first U.S. practitioner to hold that…

This response to Trachtman's article (TM 510 399) argues that the Trachtman paper is inappropriate due to the time elapsed since the original Bardon proposal. The author acknowledges the difference in perspective between Trachtman and himself. He expresses the hope that discussion concerning this aspect of school psychology politics may be ended.…

Examined secondary school administrators' perceptions of the role of school psychologists (N=361). Found little difference in their ranking order of actual and ideal roles. Significant differences were in "counseling with students" and staffing for special education; with administrators desiring more involvement in counseling than…

Stressful events in professional lives of 535 school psychologists were identified and rated. Factor analysis performed on events yielded nine factors. Analyses of variance pairing demographic variables with factor scores yielded statistically significant factors for gender, age, type of community, number of districts, number of years, and salary.…

Questionnaires were administered to public school teachers to evaluate their perceptions of the school psychological services provided by a local community mental health center. Rating differences attributable to varying number of contacts resulted. Generally, teachers with more contacts rated the psychologists more productively. (Author/MM)

Analysis of questionnaires completed by 79 special education supervisors revealed that (1) schools are satisfied with appraisal services provided; (2) the majority of districts contract for appraisal services; (3) employed examiners are more involved in total assessment processes than contracted examiners; and (4) examiners do not participate in…

A survey of 285 assessment personnel in Texas indicated that most assessment personnel do not believe themselves adequately prepared to conduct assessments of students with severe disabilities and desired additional training. Further, a higher percentage of those assessment personnel with training perceived themselves to have the competency than…

The purpose of this paper is to present a model for systematic evaluation of school psychological reports that may prove useful in providing administrators, teachers, and psychologists with information on the efficacy of the reporting of student assessment methods used in the district. (BW)