School Psychologist Assessment Practices in the Evaluation of Students Referred for Social/Behavioral/Emotional Problems

Autor/inn/en	Shapiro, Edward S.; Heick, Patrick F.
Titel	School Psychologist Assessment Practices in the Evaluation of Students Referred for Social/Behavioral/Emotional Problems
Quelle	In: Psychology in the Schools, 41 (2004) 5, S.551-561 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10176
Schlagwörter	Program Effectiveness; Behavior Rating Scales; Emotional Problems; School Psychologists; Student Evaluation; Interpersonal Competence; Antisocial Behavior; Behavior Problems; Measurement Techniques; Evaluation Methods; Intelligence Quotient; Achievement Tests; Perceptual Development; Psychomotor Skills; Interviews; Check Lists; Functional Behavioral Assessment + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung; Interpersonale Kompetenz; Messtechnik; Intelligenzquotient; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wahrnehmungsentwicklung; Psychomotorische Aktivität; Interviewing; Interviewtechnik; Checkliste
Abstract	The current study examined the assessment strategies school psychologists used in their everyday assessment routine in the evaluation of students referred for social/behavioral/emotional problems. A stratified, random, national sample of 1,000 members of the National Association of School Psychologists were sent surveys; 667 completed surveys were returned, and 648 were included in the current study (64.8%). Findings indicated that, although measures of intelligence, achievement, and perceptual-motor skills continue to remain a part of the assessment process, structured interviews, direct observation, and behavior rating scales and checklists also are frequently used methods of assessment. In addition, the majority of experienced practitioners indicated that their use of behavioral assessment had increased and that it was valuable in linking assessment to intervention. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10