A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment procedures for the purpose of instructional planning. Results showed some indications of agreement between school psychologists and teachers, but also several inconsistencies in the views of the two groups. (Author/RC)

Describes a model of two alternative roles for the school psychologist working with programs for autistic or emotionally disturbed children. The first concerns behavior management by consultation or direct work with the child. The second approach adds the role of program coordinator. A team approach is advocated. (Author/JAC)

Results of a survey completed by 716 persons about the location and salary levels of jobs in the learning disabilities (LD) field are presented. Two further charts delineate mean income by role and geographic area and mean income for LD teachers and administrators. (CL)

An examination of Orton's early hypothesis of inconsistent cerebral dominance for linguistically disabled children in light of some 50 years of research is provided. Although a hypothesis based on data from nonintrusive measures of functional asymmetry with learning impaired children is postulated, caution in this area is suggested. (Author/AL)

Rapid growth in the psychological professional has brought an attempt to make the doctoral degree the minimal credential for entry to independent practice. Examination of the characteristics of doctoral and nondoctoral training programs in school psychology suggests that each type of program has points in its favor. (Author)

Consultation is one of the school psychologist's major professional functions, and psychologists feel that other school personnel want them to spend more of their professional time consulting than they do at present. Client-centered consultation is the dominant variety practiced. Most learned what they know on the job. (Author)

A national survey of school psychologists found that assessment activities comprised nearly 40 percent of the work time, and consultative activities another one-third of the day. Data were collected on a number of other work activities, as well as characteristics of the respondents and district served. (Author)

School psychologists and elementary school teachers were shown videotapes of a psychologist consulting with a teacher, with the psychologist using either behavioral or mental health consultation techniques. In general, teachers preferred behavioral consultation, while psychologists rated the mental health consultation as more effective. (Author)

Report-writing and consultation competencies of new students were compared with graduate students in order to evaluate a school psychology competency-based training model. Results confirmed success of the training program, although no difference was found between the two groups. (RC)

Contemporary standards of professional practice and recent educational compliance legislation emphasize the delivery of appropriate school psychological services geared to a range of school-age children with special needs. These guidelines are set forth so that school psychologists might consider them and adapt them to local circumstances. (Author)

In analyzing the political economy influencing Canadian schooling and psychology, the author finds that Canadian teachers and psychologists have abdicated their leadership role to those, both foreign and domestic, who know less than they do about Canadian educational needs, but who seem to have greater power and prestige. (SJL)

To isolate variables present in school psychologists which may enhance effective delivery of psychological services, other school staff were asked to evaluate the performance of their psychologist. They perceived those psychologists with four to nine years experience as the most effective. The level of training yielded conflicting results. (Author)

School psychologists should play a critical role in determining the policy implications of effective early childhood education and development programs. The tools of knowledge they use are: (1) human growth and development, learning, and program impact; (2) effects of programs on children; and (3) program implementation at the local level. (Author)

The evaluation of school psychological services is a responsibility and an opportunity too long ignored. This paper describes and presents examples of five data collection devices which can be used in the evaluation effort: the vignette-based questionnaire, the role-model questionnaire, the services received questionnaire, the teacher interview,…

A study of special educators (n=21), bilingual credentialed teachers (n=21), and school psychologists (n=21) examined their judgments regarding how portfolio data compared to traditional standardized assessment data. Results indicate that portfolio data led to more numerous, specific, and detailed recommendations and judgments, and is more…