Emphasizes mutuality of science and practice, and discusses problems of better linkage between psychological science and professional practice. Discusses current status of scientist-practitioner model; argues for need to move beyond textbook accounts of scientific process; discusses war of words regarding nature of psychological science; and…

Investigates the behavior and characteristics of effective consultants as perceived by a large sample of classroom teachers to determine their perceptions of the consultants' effectiveness, to compare the factor structure of the scale with previous research, and to investigate how the teachers' professional and demographic characteristics were…

Examines the community-based mental health preventive measures undertaken by the school psychology services in response to the missile attacks on Israel during the Gulf War. Attempts to report and delineate the major assumptions and components of some of the key interventions. (Author/NB)

Analyzed data on 437 handicapped infants and toddlers referred for services between 1988 and 1989. Findings provide a realistic view of the type and intensity of services often needed by this age group, frequency of specific handicapping conditions, and types of recommendations made. Findings provide information useful to future planning related…

Boards can soften the termination blow by assuring employees that layoffs are not personal and offering to write letters of recommendation. School systems should also give early notices and reasonable explanations, eliminate positions through attrition and early retirement, and place certified administrators in lesser administrative or teaching…

Sees questions of professional identity and minimal entry-level continuing to be debated within school psychology and as impacting on scientist-practitioner model to which school psychologists aspire. Addresses abuse of "empirical logic" to reject notion that doctorate is appropriate degree for school psychologists. Suggests that debate…

Describes principles of rational-emotive education (REE), emotional education program based on rational-emotive therapy which has been shown to be effective with school-age children who present variety of problems. Discusses role of school psychologist in introducing REE to teachers interested in employing mental health prevention programs.…

Reconsiders scientist-practitioner model, following brief historical account of its foundations and assumptions. Reconsideration incorporates viewpoints of science both as knowledge base and methods of knowing what is true, with social constructionism perspective. Presents suggestions for implementing scientist-practitioner model in school…

Investigated whether psychologists possess psychometric knowledge necessary to evaluate discrepancies within individual's test performance with sufficient accuracy to ensure reliable decision making. Only 8.7% of 287 school psychologists were able to correctly evaluate whether 4 sets of ability-achievement scores reflected chance measurement…

Conducted two studies to examine application of specific metacognitive strategy, think-aloud procedure, to assessment and intervention. Found that asking students to give reasons for responses improved performance on test of reading comprehension (Study 1) and that incorporating think-aloud technique in remedial reading instruction resulted in…

Surveyed knowledge, use, and attitudes about curriculum-based assessment (CBA) among school psychologists (n-228). Found that 46% of respondents had used CBA; but only 18% of users had used CBA consistently. Psychologists viewed CBA as less biased than published standardized tests for assessment of children from culturally diverse groups and…

Examines and discusses the principles and practices of organizational changes as they relate to efforts to bring about meaningful school reform, with an overview of a six-step model for collaborative planning and problem solving. (Author/JDM)

The number of children who molest other children in school settings is increasing. To respond appropriately, school psychologists need to have an understanding about sexually aggressive behavior in children. Reviews the relevant literature and presents a continuum of sexual behavior to assist in identification of children who molest. Delineates…

School psychologists spend more time on assessment than in other activities. Attempts to establish three links between issues and practice for intellectual assessment: technologies for intellectual assessment, methods of intellectual assessment, and theories of intellectual assessment. Argues that practitioners should heed research showing strong…

Describes three assumptions regarding treatment utility of assessment not supported by objective data: aptitude-treatment interactions do not provide valid basis for treatment selection; individualized assessment is better than nonindividualized assessment; and assessment improves consultation treatment. Proposes agenda to provide an objective,…