Contemporary practices in school psychology: A national survey of roles and referral problems

TLDR

The study discusses how the results inform training, professional development, and future roles for school psychologists. A survey of 800 National Association of School Psychologists members was mailed, and 370 (49%) responses were analyzed. The survey revealed that assessment is the predominant role, academic referrals—especially reading—are most frequent, externalizing behaviors outweigh internalizing ones, behavioral consultation is common but less than half follow all stages, only 40% include an evaluative component, and most psychologists participate in crisis teams. © 2002 Wiley Periodicals, Inc.

Abstract

Abstract Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.