Why Do School Psychologists Cling to Ineffective Practices? Let's Do What Works

Autor/in	VanDerHeyden, Amanda M.
Titel	Why Do School Psychologists Cling to Ineffective Practices? Let's Do What Works
Quelle	In: School Psychology Forum, 12 (2018) 1, S.44-52 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	School Psychologists; Counseling Techniques; Counseling Effectiveness; Decision Making; Eligibility; Special Education; Learning Disabilities; Evidence Based Practice; Failure; Barriers; Counselor Training; Instructional Improvement; Knowledge Level; Accountability; Response to Intervention + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Decision-making; Entscheidungsfindung; Eignung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Unterrichtsqualität; Wissensbasis; Verantwortung
Abstract	This article considers the cost of poor decision making in school psychology, especially with regard to determining eligibility for special education under the category of specific learning disability. One common costly decision made by school psychologists is failing to use evidence-based assessment and intervention procedures that are likely to be of benefit to the student. VanDerHeyden comments on the direction of the field and discusses possible reasons that school psychologists continue to use practices that have not demonstrated a benefit for students. She then suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01