ERIC Number: EJ1205752
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences
Albritton, Kizzy; Mathews, Rachel E.; Boyle, Sara G.
Journal of Applied School Psychology, v35 n1 p1-19 2019
Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.
Descriptors: School Psychologists, Counselor Role, Preschool Education, School Psychology, Counselor Training, Graduate Study, Graduate Students, Special Education, Psychological Evaluation, Time on Task, Child Development, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Battelle Developmental Inventory