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ERIC Number: ED348605
Record Type: RIE
Publication Date: 1992-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
School Psychologists' Use of Time: Interventions and Effectiveness.
Keith, Patricia B.; And Others
School psychologists are currently being called upon to spend more time in direct and indirect interventions to assist students with academic and behavioral problems. This study examined if time used for interventions is related to school psychologists' effectiveness. A group of Iowa school psychologists (N=91), who in turn identified up to three teachers (N=196) with whom they had been involved in implementing direct or indirect interventions to assist students, were surveyed. Psychologists completed a survey which included background information, information about work assignment and number of hours per week allotted for that activity, and information pertaining to three recently completed cases. Teachers completed a survey which included background information, degree of contact with the psychologist, quality of school psychology services, and the effectiveness of each intervention. LISREL was used to test the causal relationship among selected characteristics of the school psychologist, the teacher, the implementation of the intervention, and psychologists' and teachers' perceptions of the effectiveness of the interventions. Teachers' and psychologists' ratings of the effectiveness of the interventions were not consistent. Teachers rated psychologists who spent time involved in direct interventions as more effective than psychologists who spend time involved in indirect interventions. No support was found for the idea that gender or years of experience had an influence on psychologists' ratings by teachers. As caseloads increased time spent on indirect interventions dwindled and time spent on direct interventions significantly decreased. (ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (24th, Nashville, TN, March 20-24, 1992).