An ex post facto longitudinal study of 500 diagnostic protocols supported the often voiced criticism that psychologists diagnosing learning difficulties frequently follow principles that are remote from teaching and learning processes. Analyses of the actual learning process were very few. Learning difficulties were usually conceived in terms of…

Investigated diagnostic problem solving of doctoral and nondoctoral school psychologists, educational diagnosticians, and school psychology graduate students (n=125) through use of computer simulation of typical school referral problem and verbal retrospective think-aloud protocol. Results suggest that education and experience were unrelated to…

Analyzed content of research published between 1975 and 1990 in "Journal of School Psychology,""Psychology in the Schools," and "School Psychology Review" in terms of racial/ethnic minority topics. In 225 studies containing minority information, African Americans were sampled most frequently, followed by Mexican Americans. Most samples were from…

In response to miniseries on school violence (this issue), identifies and discusses four questions that resurfaced across miniseries articles. Considers seriousness of problem of school violence, contributing factors to violence, whether there is consensus on how to address violence, and the role of the school psychologist in handling violence.…

Surveyed 636 school psychologists. Found no significant differences between male and female psychologists in time spent in various roles or time desired to be spent in various roles. Males worked longer contract lengths and made more money than females. When monthly salaries were compared, significant salary differences between males and females…

Presents case study exemplifying use of curriculum-based measurement (CBM) in educational decision making. CBM is portrayed as more than just set of brief fluency tests with strong conceptual ties to three related assessment models (behavioral, ecological, and problem-solving assessment). Delineates key elements of each model. Case study shows how…

On basis of psychological and educational tests, 10 education students, 10 school psychologists, and 10 directors of special schools diagnosed learning problems in 4 children and gave prognoses for students' development over following 6 months in cognitive and social-emotional domain. On average, prognoses appeared very inaccurate when compared to…

Surveyed school psychologists regarding identification of mentally retarded students. The Wechsler scales were the most frequently used tests for deriving intelligence quotient scores, which together with adaptive behavior scale scores were rated as most influential in identification-placement decisions. The Vineland Adaptive Behavior Scales were…

Used classroom management approach, Attention Training System (ATS), to treat Attention Deficit Hyperactivity Disorder (ADHD). Used ABA within-subjects design in which number of off-task behaviors were recorded for six ADHD students during baseline and training phases. Data indicated that five subjects demonstrated clear training effects, which…

Examined hypothesis that feedback environment of school psychologists would relate to job satisfaction and self-perceptions of competence. School psychologists in New York rated job satisfaction and competence and reported on frequency of feedback from administrators, co-workers, self, and others. Type and amount of job feedback received were…

Describes federally funded personnel preparation project supporting implementation of educational and clinical sequence in handicapped, medically complex, and at-risk infant and toddler specialization. Addresses vehicles of professional development, including courses and seminars, clinical rotations, and research activities. Discusses implications…

Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…

Examined school psychologists' (n=249) acceptability ratings of curriculum-based assessment (CBA) and selected standardized measures for evaluating academic performance. Results showed that, although both sets of assessment measures were found to be rated as acceptable, CBA was significantly and consistently rated as more acceptable than…

Examines and describes differences between doctoral and nondoctoral practicing school psychologists. Groups were alike in terms of age, gender, job satisfaction, and years of experience but differed in location, job activities, salaries, and private practice possibilities. Discusses the future role of professionals with doctoral degrees in the…

Studies data from nationwide longitudinal survey on career paths of representative sample of NASP members. Reviews reasons for entering and exiting field of school psychology, and examines patterns of attrition. Finds that vast majority of participants report satisfaction with career choice, and overall attrition rates are low. (Author/JDM)