An orientation and procedural framework designed to assist school psychologists considering projective assessment and subsequent consultation with parents and school staff are presented. This approach may be useful in facilitating effective consultations and interventions. The psychologist's presentation and suggestions are most important to the…

The need exists to develop effective and efficient educational service delivery systems in schools. A framework for school psychologists to engage in planned organizational change activities is presented. Alternative organizational change approaches, change strategies associated with them, and guidelines for considering alternatives in planning a…

This article reviews the history and present status of interactional computerized assessment systems. It concludes that automated assessment is at a rudimentary stage of development especially in school psychology. Further research and development on tests specifically designed for computerization, rather than adapting existing tests to…

The evidence for the psychometric adequacy of behavioral interviews in terms of traditional psychometric theory and generalizability theory are reviewed. The review resulted in the conclusion that behavioral interviews have some evidence for interrater reliability, content validity, and criterion-related validity. Additional research in several…

Investigated the assessment views and practices of 145 school psychologists. Results indicated that respondents are predominantly behavioral and cognitive behavioral in orientation; spend most of their professional time in the public schools; and engage in a great deal of assessment, particularly behavioral assessment and projective testing. (JAC)

Current practices of personality and behavior assessment were analyzed. Projective techniques, especially figure drawings and sentence completion devices, were found to be the most often used instruments for personality assessment by school psychologists. Objective personality tests and published behavior rating scales were far less frequently…

Surveyed 195 school psychologists to examine whether competence-oriented information about children would lead to less restrictive special education placements than problem-oriented descriptions. Results showed children described through competence profiles were recommended for significantly less restrictive placements, while previous labels had…

The history of the consultation role in school psychology and the background and assumptions of three currently popular consultation models are discussed. Finally, suggestions are offered for more precise usage of the term consultation in order to accurately describe, implement, and research the school psychologist's roles. (Author)

The present study examined the relationship between the psychological evaluation reports of test examiners and the referral questions of classroom teachers. Data were analyzed using a 2 x 2 chi square analysis. Results indicated a biasing effect when examiners were knowledgeable about the reasons for referral. (Author)

This comprehensive, user-friendly guide meets a growing need for school psychologists and other practitioners called on to work with struggling readers and their teachers. Presented are a systematic framework and a wealth of step-by-step strategies for targeting key areas of literacy development: phonological awareness, fluency, and comprehension.…

This book presents a comprehensive treatment of the supervision of school psychologists. It is useful for field supervisors of school psychology interns, school psychologists acting as supervising school psychologists, and graduate students enrolled in a supervision course. Because of the book's emphasis on human development, effective management…

This study compares the attitudes of two groups of professionals involved in adolescent drug and alcohol treatment regarding the usefulness of Mediated Learning Experience as a supplement to Multi Systemic Treatment (MST) for substance abuse. Fifteen social workers and 15 school psychologists completed a rating scale to record their opinions of…

This report presents school- and community-based mental health programs in which school psychologists were engaged in program development, implementation, and/or evaluation. Exemplary programs were identified using five standards of activity, such as the integration of theory, research, and practice. To identify the programs, surveys were mailed…

The transition from being a graduate student to a school psychologist is a complex task. Most school districts do not provide much support to new psychologists. The goal of the California Association of School Psychologists' New School Psychologist Support (NSPS) initiative is to direct resources targeted at new psychologists to facilitate a…

Changing the roles of health workers in schools is critical if children's mental health needs are to be met. School psychologists must move beyond their traditional gatekeeping roles and engage in consultation, research, program development, and in-service training to help schools in the future. It may be possible to meet both peer consultation…