ERIC Number: ED390022
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Psychological Practice in Schools: System Change in the Heartland. Digest.
Reschly, Daniel J.
System reform in U.S. heartland is the story of a decade-long effort to change the ways we think about children and youth who experience learning or behavior problems in educational settings. This fundamentally different way of thinking involves a shift from seeking the causes and solutions to learning and emotional/behavioral problems in inferred internal states of the individual, to an examination of behavioral discrepancies from typical or expected patterns of behavior. These discrepancies are resolved through changes in social and instructional environment, based on the application of principles of instructional design and behavior change. The social learning or behavior model used in Iowa is described. Assessment has been a salient activity in the roles of Iowa school psychologists; however, vast changes have occurred in assessment purposes, techniques, and outcomes. Purposes focus more on interventions, and techniques increasingly involve the use of direct and frequent measures of behaviors to gather information in natural environments. The most important goal in Iowa system reform is the improved application of the available knowledge on assessment, instruction, learning, and behavior change. Reductions in the amount of time devoted to standardized testing for eligibility determination has provided expanded opportunities for school psychologists to be involved in new roles. Contains 33 references. (JBJ)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC.; American Psychological Association, Washington, DC.
Note: Published as a part of a collection of eight digests prepared collaboratively by APA and ERIC/CASS, see CG 026 993.