Reacts to response of Barnett and Macmann concerning Ross's investigation into whether psychologists possess psychometric knowledge necessary to evaluate discrepancies within individual's test performace with sufficient accuracy to ensure reliable decision making. Contends that ways need to be found to implement and evaluate promising…

In an effort to resurrect theoretical framework that will help school psychologists better negotiate their ethical mandate to serve as advocates for children attending school today, the formulation of child advocacy presented some 20 years ago is reconsidered with emphasis on those issues important to practitioners working in school settings.…

Questioned practicing school psychologists (n=225) in Wisconsin regarding their experience with number of behavioral referrals for which physically aggressive behavior was principal concern. Increases of at least moderate degree were perceived by school psychologists across grade levels. Respondents observed that student aggression was phenomenon…

Parent Role Questionnaire (PRQ), recently developed instrument to study individual perceptions of parent role, was piloted, revised, and studied psychometrically. Results from first (n=118) and second (n=94) administrations of test to graduate students in school psychology revealed that PRQ had relatively high internal consistency, moderate…

Investigated publications in "Journal of School Psychology,""Psychology in the Schools," and "School Psychology Review" to determine characteristics of journals and editorial board influence on publications. Concluded, among other findings, that traditional psychometric role of school psychologists is primary area of…

Describes the demographic and scholarly characteristics of 27 recently hired faculty members in counseling psychology programs and the nature of their positions. Results indicate that research productivity is a function of academic rank, that recent doctoral graduates have publication and presentation experience, and that almost half the available…

Provides information on the time-out research in hopes of enabling school psychologists to use, and train others to use, time-out more effectively when indicated by the data from a behavioral or functional assessment. The guide may also serve as a heuristic for those wishing to conduct research on the use of time-out in the classroom. (Author/MKA)

Study employs a pretest/posttest control-group design and uses the Teacher's Stress Inventory (TSI), State-Trait Anxiety Inventory (STAI), and the Maslach Burnout Inventory (MBI) to assess the effects of a five-week standardized meditation (SM) class on the perceived occupational stress of full-time teachers. Results support hypothesis that SM…

Multi-level hierarchical linear modeling was used to compare growth curves for children receiving instruction aimed at single orthographic-phonological connections. Growth rate on phonics probes was significantly faster for the group receiving multiple-connections treatment. Urges school psychologists to recommend multiple strategies for helping…

Examined the activities, income, and medical staff membership and limitations of that membership for psychologists working in U.S. medical schools in 1997. Discusses findings from a survey of 3,894 psychologists in the context of academic rank, tenure status, and other relevant factors. (SLD)

Studies the role education curriculum and instructional practices have in contributing to students' academic difficulties because current school psychology services typically do not focus on them. Proposes that school psychologists direct more effort at ensuring implementation of effective instructional practices in general education, and…

Review of previous predictions on entry level of school psychologists by three professional leaders (Jack I. Bardon, Douglas T. Brown, Irwin Hyman) reported at the 1978 National Association of School Psychologists (NASP) Convention. In 1994, many predictions materialized including school psychologists having doctoral degrees, rare use of medical…

Reviews the definition of failure to thrive (FTT) and its relationship to theories of child development as FTT is an early physical marker of risk with long-term consequences. These children are often eligible for services through PL99-457, and psychologists can play an integral role in multidisciplinary evaluation and on intervention team.…

Describes Project ACHIEVE, a comprehensive reform process focused on helping schools deal more effectively with at-risk and underachieving students. Presents the seven components of the project, three-year implementation process, systems-level data, and impact on one elementary school. Describes results from multiple systems, teacher, student, and…

Interviews with 25 school psychologists in the Pacific Northwest, outlining their psychological development as professionals. Presents themes that emerged over the course of their careers, the key influences on their professional development, and their changes in attitudes over time. Includes implications for training future school psychologists.…