The Effect of University Training and Educational Legislation on the Role and Function of School Psychologists

Abstract

This study examined the effect of university training, training standards, and educational legislation on the role and function of school psychologists. A stratified random sample of 500 National Association of School Psychologists (NASP) members was surveyed using a 14-item questionnaire. A total of 204 questionnaires were completed and returned (return rate = 41%). Of those, 189 were completed by practicing school psychologists. The estimated amount of time devoted to traditional psychodiagnostic assessment significantly decreased, whereas the estimated time devoted to intervention, preventative services, and team collaboration slightly increased post-IDEA 2004. The NASP standards that were in place when the participants graduated were not associated with the estimated percentage of time spent on various roles except the role of direct counseling services. The greatest number of school psychologists felt that they need additional training in progress monitoring of intervention fidelity when selecting from an array of options concerning response to intervention. The authors discuss the implications of the findings and future research directions.

KEYWORDS:

• training
• standards
• educational legislation
• school psychologists
• role and function