A comparison of preservice and experienced teachers' perceptions of the school psychologist

The present study compared experienced and preservice elementary school teachers' perceptions of the school psychologist. Thirty-two experienced teachers were matched with a like number of second semester juniors in training. A questionnaire asked each respondent to (a) rank a number of school personnel on their importance, (b) assign a number of referral problems to professionals best equipped to handle them, and (c) to rate the school psychologist's functioning on 11 dimensions. The analysis showed that experienced and preservice teachers agreed about the importance of the school psychologist and the appropriateness of referral problems. Analysis of ratings revealed that experienced teachers had a more negative opinion of the school psychologist's functioning when compared to their novice counterparts.     

Teacher reactions to school-based consultation services: A multivariate analysis

The impact of consultation services on teachers' preferences for consultation versus referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems were investigated. The subjects were 96 teachers whose public and parochial schools were matched and randomly assigned to treatment and control groups. Following a 14-week period during which advanced school psychology graduate students served as consultants in the treatment schools, the Pupil Problem Behavior Inventory (PPBI) was administered to all teachers. The results of a repeated measures MANOVA analysis indicated that the teachers in the treatment group rated the acting out and academic problems on the PPBI as significantly less severe than did teachers in the control group. The subjects in both the treatment and control groups indicated a significant preference for consultation rather than referral services for all types of student problems presented in the PPBI. There was a moderate, positive correlation between perceived problem severity and teacher preference for referral rather than consultation services. The study's results were interpreted as supportive of the consultation model.     

Teachers' perceptions of school psychological services

Teachers from two schools responded to a structured interview designed to reveal their perceptions of the roles and functions of school psychologist-psychometrists. Responses of teachers grouped according to degree of teaching experience and amount of contact with school psychologists or psychometrists were compared on five sets of variables pertaining to the psychologist's role and functions. Results illustrate that teachers view the psychologist as a specialist in emotional problems whose major diagnostic procedure is testing, who recommends treatment but does little himself. Statistical analysis indicates that both the factors of teaching experience and contact with psychologists differentiate between teachers' percpions of the school psychologist's functioning. Teacher recommendations for change in psychological services are outlined.     

Operant behavioral consultations as conducted by master's and doctoral level psychologists in Virginia

Compared the similarities and differences between the steps engaged in by master's and doctoral level school psychologists in Virginia as they conducted operant behavioral consultations. The data used in the comparisons came from a questionnaire completed by 42 master's level psychologists and 24 doctoral level psychologists. Two of the 12 major steps in conducting operant behavioral case consultations revealed significant differences, with the doctoral psychologists reporting a higher frequency of baseline observations being conducted and a greater frequency of observation during treatment. The doctoral psychologists also reported committing almost three times as much time to each case as did the master's level psychologists. Some discussion and questions are raised with regard to the implications of the above differences in relation to efficiency and outcomes of interventions by both groups.     

How teachers use the group I.Q. test scores

Ninety elementary school teachers, grades 2–6, in two school districts in Ohio were interviewed to obtain information on how they used the results of group IQ tests. Twenty-seven of 90 teachers (30%) reported making “little or no use” of the test scores. Most of these teachers presumably had more faith in their own tools and observations than in the IQ test scores. However, 76 of 90 teachers (84%, including the ones who made little use of the test scores) stated that they used the test scores for one or more purposes. The four most frequently mentioned uses were: (a) “for discussion in parent conferences” (51%); (b) “to know a student's potential and/or determine ability-motivation discrepancy” (42%); (c) “to plan instruction” (39.5%) and (d) “for referral purposes” (29%). The instructional strategies mentioned by the teachers varied and were categorized into 21 categories.     

The impact of sociocultural background and assessment data upon school psychologists' decisions

Fifty-six school psychologists participated in an adapted version of Algozzine and Ysseldyke's (1981) diagnostic simulation. The adaptation was designed to investigate the effects of sociocultural background (rural vs. suburban) and assessment data (normal vs. LD) on school psychologists' educational decisions. Knowledge of a student's sociocultural background did not influence these school psychologists' decisions; however, the type of assessment data had a strong impact. In contrast to the findings of Algozzine and Ysseldyke, the subjects did not ignore individual test data in favor of teacher referral statements. The school psychologists who received normal data were less likely to have low expectations for pupils' future academic attainment, to diagnose the child as LD, and to recommend special class placement. The subject school psychologists' perceptions of the importance of various diagnostic factors also agreed with their actual practices, as they reported that standardized test data figured prominently in their decision making. In short, this research suggests that school psychologists utilize multiple sources of information but rely primarily upon the more objective sources of information to make educational decisions.     

Impact of interpersonal problem-solving training on preschoolers' social competency

In order to test Shure and Spivack's theoretical position that a child's ability to verbally generate solutions to interpersonal problems and think about their consequences is directly related to the child's behavioral adjustment, preschoolers were tested on verbal problem-solving skills and their classroom behavior was rated by their teachers. Further, their behavior was observed by independent observers. No significant relationship between problem-solving skills and behavior was found. Following assessment, 54 of these children completed an 11-week training program, designed by Shure and Spivack, to improve their ability to think through and verbally generate solutions to interpersonal problems and to examine the possibility of mediation of such training to behavioral improvement. Preschoolers' ability to verbally generate alternative solutions to problems significantly increased due to training, however, this increase did not have an ameliorative effect on behavioral adjustment.     

Psychofamilial correlates of school disorders

A model for understanding relationships between family functioning and children's school disorders is presented. The model is based upon the work of Minuchin, Rosman, and Baker (1979) with psychosomatic children and on the author's experience as clinical coordinator of a center for children and adolescents with academic and behavioral disorders. Five transactional patterns are identified as supporting the presence of a school disturbance: enmeshment, overprotectiveness, rigidity, lack of conflict resolution, and child intrusion in marital conflict. Each of these patterns is illustrated with case examples in order to highlight how the child's school symptoms often have an important impact on the family's organization. Some treatment suggestions are provided, with special emphasis made for those practitioners working with Hispanic families.     

Perceived Learner School Citizenship Behaviours in a Sample of Historically Disadvantaged South African Primary Schools

This study investigated learner in-school behavioral adjustment after the banning of corporal punishment in South African schools. Participant informants were 16 teachers from eight schools in a historically disadvantaged school district. Of the 16 teachers (females=10, age range between 35 and 56 years). They responded to a structured questionnaire which focused on the level of good citizenship behavior among township primary school learners. The data were quantitatively analyzed. Findings suggest that the teachers perceived the learners to have good behavioral adherence regarding attendance and learning participation. The teachers perceived some learners to have significant disruptive behavior and to display negative attitudes towards peers and teachers. The teachers did not perceive a role for parents in managing learners' in-school behavior. Retrospectively, it appeared the abolition of corporal punishment did not result in increased behavioral non-adherence by the learners.     

The pillars of strength for first-grade adjustment – Parental and children's character strengths and the transition to elementary school

The present study aimed to explore the relations between parental and children's character strengths and children's school adjustment during the critical period of school entry. Participants were 479 parents and 16 first-grade teachers of 479 first-grade schoolchildren from five public elementary schools in Israel. Children's and parents’ character strengths were measured by parental questionnaires, based on the Values in Action inventories of strengths. In addition, teachers completed questionnaires about their students’ cognitive, social, emotional, and behavioral school adjustment. Findings showed that parents’ intellectual, interpersonal, and temperance strengths were positively related to their children's school adjustment. In addition, children's intellectual, interpersonal, group-interaction, temperance, and transcendence strengths were positively related to broad aspects of first-grade adjustment. The present study provides an initial exploration of the contribution of personal and parental strengths to young children's optimal adjustment to elementary school.     

Priority roles for school psychologists as seen by superintendents

A 21-item survey, regarding school psychologist role functions, was completed by 418 Ohio school superintendents. The data indicated support for traditional child study services, inservice work with teachers, and counseling or parents and children.More limited support was found for school psychologists' participation on curricula committees, general services to secondary students or preschool children, and special functions as drug consultants, researchers, and developers of legislation.The priority level assigned by superintendents to particular tasks seemed contingent upon whether there was clear reference to children referred for evaluation or to the prevention of children's problems.Despite some variations, the data was generally consistent with responses of teachers and school psychologists previously reported.     

An interpersonal relations and group process approach to affective education for young children

Early childhood education programs need to emphasize affective growth and effective interpersonal skills for young children. Teachers have a significant influence on children's affective disposition toward themselves and school. They must be provided with skills to develop children's emotional growth and their interpersonal relations skills. This article attempts to stimulate school psychologists to determine whether their teachers have the competencies necessary to produce positive pupil growth and to train those teachers who lack these skills. A brief review of research on selected aspects of teacher behavior is presented. Specific teacher behaviors related to desired affective growth in young children are discussed. The final section presents in-service training program components; a system for observation, analysis of teacher behavior, and feedback; and the steps in providing an in-service program.     

An examination of project aware: The effects on children's attitudes toward themselves,others, and school

The purpose of this study was to determine the impact of Project AWARE on children's attitudes about themselves, peers, teachers, principals, and school. Data were collected on children's sex, race, stanine score on achievement tests, and pretest performance in order to determine the differential effects of the treatment. Eighty students were included in the study, 40 in the experimental group and 40 in the control group. All were from fourth and fifth grade classrooms. The major findings were that children involved in the program achieved greater personal adjustment and accepted responsibility for negative outcomes in social situations (internal control). White children scored higher in personal and social adjustment. Black children evidenced more positive attitudes toward school. Girls scored significantly higher than boys on the social adjustment subtests and attitudes toward peers. Black children in the control group had less positive attitudes toward teachers than white children in the experimental group     

Father identification,achievement, and occupational behavior of rural youth

Comparisons were made between the post high school plans and the adequacy of father identification of male adolescents from rural economically deprived areas. The subjects were divided into two groups, low identification males (LIM) and high identification males (HIM) based on independent evaluators' judgments of the adequacy of their fathers. Each group's responses to a questionnaire concerning future plans and aspirations were compared. In general, the hypotheses predicting that HIM subjects have higher levels of aspiration, more self-confidence and greater satisfaction with school experiences were confirmed by the data.     

Assessment of children's social skills

Various methods of social skills assessment with children were reviewed. Based upon an extensive review of the literature, it was found that behavioral observations, sociometrics, and teacher ratings have been the most often used methods of assessing children's social skill deficits. Advantages and disadvantages of each assessment technique were discussed within a psychometric and social validation context. Conclusions were that school psychologists should utilized all three measures to secure a comprehensive picture of children's social behavior and to obtain some measure of social validation.     

Perceptions of school psychology services from a staff perspective

This investigation examined how staff in an elementary school district perceived their school psychologists and how these perceptions differed across components of service and staff groups. We developed a School Psychological Service Questionnaire and then analyzed responses from regular education teachers, special education teachers, principals, and school psychologists in an urban school district. Although the findings are numerous, most noteworthy are, first, that consumer groups in the district had different perceptions than school psychologists about how school psychologists allocate their time and how this time should be allocated in the future. Second, consumer perceptions of school psychologists' knowledge generally were favorable. Third, in terms of domains appropriate for involvement by school psychologists, a factor analysis of consumer ratings revealed three relatively clear dimensions of recommended service provision — special education activities, interpersonal or school-climate activities, and administrative responsibilities. Fourth, the helpfulness of school psychologists, as perceived by consumers, related positively to frequency of contact. Fifth, differences in perception of school psychological services were evident across staff groups. Finally, comparisons between master's level and doctoral level school psychologists suggested numerous differences in how the staff perceived these service providers.     

Cluster analysis in school psychology: An example

This investigation demonstrates the use of Ward's method of cluster analysis to uncover the underlying classification structure in a group of children (N = 200) referred for psychological evaluations by their public school teachers. Data were acquired on children's intellectual development, academic achievement, and social adjustment. The cluster solution identifies six groups of children which are statistically distinct. All three measurement areas are important in distinguishing among the different groups. The six-group solution accounted for appreciable amounts (95%) of the variability in the three measurement areas. Implications for psychologists working in the schools are discussed.     

A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application

School psychologists have traditionally experienced difficulty in assessing children referred to them for behavior disorders. Given this reported difficulty, a behavioral assessment model is proposed which specifies three types of assessment information: direct observations, rating scale data, and interview data. Characteristics of these three types of assessment information are discussed, along with recommendations for their use. Two psychological models are suggested to guide school psychologists through the assessment process. Bergan's behavioral consultation model is recommended for securing valid and reliable interview and observational data, and Campbell and Fiske's multitrait-multimethod model is proposed as a means of logically integrating behavioral assessment information. The notion of convergence or agreement between dissimilar assessment methods is discussed.