The role of the school psychologist has been the subject of debate and criticism for the past 26 years. Five major role functions have emerged: assessment; consultation; intervention and counseling; research and evaluation; and administration. Thus within the school environment, ambiguity of the role of the school psychologist exists because…

The characters of this study were two boys in a class for pupils with learning disabilities. After an initial assessment, which revealed that the inappropriate verbalizations occurred about twice each day, the peer-manager, contingent on each inappropriate remark, moved away from the subject to another desk explaining to the subject why he was…

This paper discusses the phenomenon of elective mutism as a learned response and presents some techniques whereby speech can be elicited from the electively mute child. (Author)

Discussed is the changing role of the school psychologist in identifying the educable mentally handicapped child for special class placement in light of recent trends toward regular class placement of the mildly retarded. (DB)

This paper asks school psychologists to view themselves as others see them, namely as special educators see them function. It challenges the school psychologist to join with the special educator in establishing a team which is capable of activating a diagnostic-prescriptive instructional relationship. (Author)

The survey was conducted to determine pupil personnel supervisor interests with emphasis given to the services rendered by practicing school psychologists. Responses suggested that supervisors preferred the psychologist with post masters level training performing as a generalist within his speciality rather than as a specialist performing one or…

Defined are the roles of the psychotherapist and the teacher in working with learning disabled children in a special school. (KW)

The more generally informed teachers were about psychological functioning of educable mentally retarded children, the more favorably they tended to rate psychological services. (Author)

This article reviews three aspects of program planning in terms of the value issues involved. These include manipulation of both antecedent and consequent events to the behavior, inclusion of the child in program planning, and teacher resistance to the program. Presented at American Psychological Association, San Francisco, 1968. (Author)

Results of a limited survey of practicing school psychologists suggest a need for greater emphasis on remedial and behavior change techniques in school psychology training programs. Opportunities for specialization and common core experiences should be provided for students in school psychology. (Author)

Describe use by a psychological consultant to the schools (a) to collect observational data in order to complete referral information and formal test data, (b) to facilitate multiple consultation and (c) to provide models for test administration for teachers or paraprofessionals. (Author)

Discusses the rationale behind a view of parents as primary clients, offers supportive evidence for the parent as client orientation, and suggests how school psychology will have to be reshaped. Replies by Hyman and Kicklighter are included. (Author/HLM)

Twenty-nine elementary school psychologists were interviewed about assessment of adaptive behavior. Over 95 percent reported they routinely assess adaptive behavior skills, and 90 percent felt the assessment useful in planning instruction. They rated methods of assessment (home observation ranked first), cited safeguards against test bias,…

A school psychologist's assumptions regarding private practice along with his findings when these assumptions were tested in the private sector are presented. The experiential findings result in suggestions regarding training and recommended questions to be asked by school psychologists who are contemplating involvement in private practice.…