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1.
Cynthia Leung Janet Leung Shirley Leung Wally Karnilowicz 《Psychology in the schools》2019,56(1):42-55
This pilot study used a quasiexperimental design to evaluate the Whole Inclusive School Empowerment (WISE) project providing educational psychology services to kindergartens to support students with diverse learning needs. There were eight intervention kindergartens that received WISE educational psychology services and eight control kindergartens without the service. The intervention kindergartens were provided with a 0.125 educational psychologist and 0.7 teacher coordinator. In January and June 2017, teachers in intervention and control kindergartens completed questionnaires assessing student behavior, school readiness, and their own teaching efficacy. Focus group sessions involving teachers and school principals were conducted in July 2017. The results indicated a greater improvement in prosocial behavior and school readiness in intervention kindergartens compared with control kindergartens. Teachers and principals reported that they were better equipped in supporting diverse learning needs. The results provided initial evidence supporting the effectiveness of educational psychology services for kindergartens in improving student outcomes. 相似文献
2.
美国的校车服务已有百年历史,迄今不仅成为美国政府服务教育的领域,而且其完善的校车服务管理体系已为公众普遍认可。学区自备校车并提供服务是地方政府为学生提供校车服务的主要方式,美国州政府和地方学区共同构建完善的校车服务管理体系,其中包括组建服务团队、聘任校车司机、购买并维护校车、规划路线和进行安全教育等多个方面。我国政府在提供校车服务方面,不仅要完善校车运行与管理相关法规,建立财政专项资金,更应该建立起完善的校车服务管理体系,将校车服务纳入公共服务体系,以构建学生安全乘车上学的保障机制。 相似文献
3.
Sandra M. Chafouleas Sheila M. Clonan Tracy L. Vanauken 《Psychology in the schools》2002,39(3):317-325
This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
4.
Aaron J. Fischer Evan H. Dart Keith C. Radley Dylan Richardson Racheal Clark Joy Wimberly 《Journal of educational and psychological consultation》2017,27(4):437-458
School-based psychological services are typically provided through a triadic model of consultation in which a school psychologist works directly with a teacher or school staff member to address the academic, behavioral, or mental health concerns of a student. With advances in current technology, school psychologists have the capacity to use videoconferencing to engage in their consultative responsibilities. Teleconsultation has the potential to improve the provision of consultative services by increasing school psychologists’ efficiency and providing individuals, especially those in rural areas, access to greater service. The current study evaluated the effectiveness and acceptability of teleconsultation as a means to deliver behavioral consultation services to three teachers and their students. A nonconcurrent multiple baseline across subjects was used. Results showed that consultants could develop a behavioral intervention with a teacher and effectively implement the intervention to improve student outcomes. Teachers also rated teleconsultation as an acceptable means for service delivery. 相似文献
5.
Shannon M. Suldo Allison Friedrich Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373
The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
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Katie Eklund Sarah L. DeMarchena Eric Rossen Jared T. Izumi Kelly Vaillancourt Shawna Rader Kelly 《Psychology in the schools》2020,57(4):489-501
The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services. 相似文献
8.
Nationwide survey of postsecondary education services for students with learning disabilities 总被引：1，自引：0，他引：1
Postsecondary services for students with learning disabilities vary a great deal from campus to campus, and published guides to postsecondary education services are often inaccurate and incomplete. A nationwide survey was conducted to investigate student service provisions in 2-year colleges and 4-year colleges and universities. The purpose of the study was to identify and catalog postsecondary education service goals and options for students with learning disabilities, and to determine differences between the goals service providers have for these students and services actually provided. The findings and their implications for service providers at both high school and college levels are discussed. 相似文献
9.
Bertina H. Combes Mei Chang Jennifer E. Austin Demarquis Hayes 《Psychology in the schools》2016,53(5):548-563
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research. 相似文献
10.
This study expands upon the treatment acceptability literature by investigating the impact of various processes through which interventions are developed. Specifically, teachers were presented with a case study and informed that the recommended treatments for the presenting problem were developed in one of three ways: (a) by a teacher and school psychologist collaborating with each other, (b) by a teacher alone, or (c) by a school psychologist alone. The type of treatment recommended (positive versus reductive) and the seriousness of the presenting problem (mild versus severe) were also investigated. Results indicated that teachers found interventions developed via a collaborative model to be more acceptable than those developed by either a teacher or a school psychologist working in isolation from each other. As has been reported in prior studies, positive interventions were found to be more acceptable than those that were reductive in nature. Unlike prior investigations, however, treatments recommended for severe problems were not found to be any more acceptable than those recommended for mild problems. Implications of the findings for service delivery and limitations of the study are discussed. 相似文献
11.
Angi Stone-Macdonald Angel Fettig 《International Journal of Disability, Development & Education》2019,66(4):374-388
ABSTRACTIn Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes. 相似文献
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Evelyn Goldwasser Joel Meyers Sandra Christenson Janet Graden 《Psychology in the schools》1983,20(2):153-165
This paper presents the results of a national survey of school psychologists to determine the impact of PL 94-142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979-80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow-up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,000 to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of practice. 相似文献
14.
Wayne C. Piersel 《Psychology in the schools》1985,22(3):331-336
This study investigated the effects of the presence or absence of a self-monitoring form and twice-weekly meetings with a psychologist on a third-grade student's school work completion. The results indicated that the physical presence of the recording device was necessary to influence completion of school assignments. The twice-weekly sessions with the psychologist without self-monitoring demonstrated minimal influence on the targeted behavior. 相似文献
15.
Howard M. Knoff 《Psychology in the schools》1982,19(3):346-353
The pressures of PL 94-142 have caused many school systems to contract with in dependent psychodiagnostic clinics for differential assessments and educational recommendations, These clinics, and the contracting school systems, must ensure accountable and efficient service delivery, typically accomplished through program evaluation. Program evaluation at Syracuse University's Psychoeducational Teaching Laboratory entails process and product formative and summative evaluations, respectively. Clinic program evaluation, in general, should be discussed during contract negotiations with prospective consultees, should be individually tailored to consultees' referral problems, and should make efficient use of consultation time. An example of a program evaluation completed at the Psychoeducational Teaching Laboratory is presented. 相似文献
16.
Edward M. Levinson 《Psychology in the schools》1987,24(3):254-264
Vocational assessment services increasingly are being provided to handicapped secondary school students as a result of recent federal legislation. This article describes the need for such services and describes a vocationally oriented psychological evaluation completed on a handicapped adolescent by a school psychologist. The relevance of traditionally derived school psychological assessment data in vocational programming, the value of expanding assessment batteries to include vocationally specific assessment techniques, and the writing of vocationally oriented psychological reports are discussed. 相似文献
17.
Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health‐related services often required of such students, and what health‐related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health‐related services in the schools. Themes and examples in five decision categories provide vital information for school psychologists regarding school service planning for T1DM. © 2010 Wiley Periodicals, Inc. 相似文献
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This article illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception of the school psychologist in general. Procedures, results, and recommendations are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
19.
Ervin S. Batchelor Raymond S. Dean Betty Gridley Beverly Batchelor 《Psychology in the schools》1990,27(2):131-137
Few studies have examined the problem of child sexual abuse (CSA) as it relates to the role of the school psychologist. The purpose of this study was to examine the incidence of CSA reports to school psychologists, to examine the perceived quality of service to child victims, and to survey the usage of CSA prevention and screening programs as adjunct services in managing this problem. Of the 171 respondents, 498 child sexual abuse cases were reported. Respondents with prior CSA training rated their performance significantly higher than those without training in handling these cases. Those respondents reporting use of CSA prevention and screening programs generally rated their effectiveness as average or above. The results of this study suggested a need for training of school psychologists in the assessment of child sexual abuse. The results also implicated the use of prevention and screening programs as part of a service delivery program to all students in the public schools. 相似文献
20.
《Australian Journal of Learning Difficulties》2013,18(4):165-174
Abstract Studies in several countries have indicated that students with specific learning difficulties (SpLD) tend to exhibit problems in social adjustment in addition to their difficulties in academic learning. It is often recommended that students with SpLD undergo social skills training as well as receive intensive remedial teaching. This study investigated the extent to which school‐related social adjustment problems were evident in a sample of Chinese students of primary school age who had been identified by an educational psychologist as having a specific learning difficulty. Data were collected by questionnaire from 34 students with SpLD (individually interviewed; oral administration), 167 students without learning problems (group administration; written form), and the 34 teachers of the students with SpLD. Results indicated that although the SpLD students rated themselves lower than the students without learning difficulties on several aspects of social adjustment there was no evidence to suggest that they had major problems in this area. The teachers rated the SpLD students lower than the students rated themselves on most aspects of social adjustment, but the ratings given by the teachers suggested that they too did not perceive the students as having major inadequacies in social adjustment. The findings are discussed, with particular reference to the methodological problems associated with the use of self‐reporting as a technique to obtain data in research involving primary school‐age students. 相似文献