Evolution, Not Revolution: School Psychologists' Changing Practices in Determining Specific Learning Disabilities

Autor/inn/en	Unruh, Susan; Mckellar, Nancy A.
Titel	Evolution, Not Revolution: School Psychologists' Changing Practices in Determining Specific Learning Disabilities
Quelle	In: Psychology in the Schools, 50 (2013) 4, S.353-365 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21678
Schlagwörter	School Psychologists; Response to Intervention; Surveys; Counselor Attitudes; School Psychology; Decision Making; Eligibility; Interdisciplinary Approach; Learning Disabilities; Identification; Job Satisfaction; Academic Achievement; Cognitive Ability; Internet + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Survey; Umfrage; Befragung; Schulpsychologie; Decision-making; Entscheidungsfindung; Eignung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulleistung; Denkfähigkeit
Abstract	The profession of school psychology has been impacted by the response to intervention (RTI) model in various ways. RTI data are being used to make decisions regarding academic and behavioral interventions and to make eligibility determinations in comprehensive evaluations conducted by multidisciplinary teams. A survey of almost 400 school psychologist practitioners reveals a changing landscape in terms of school psychologists' methods of determining eligibility for specific learning disabilities (SLD) in RTI site and non-RTI site schools. The survey also brings to light differences between numbers of initial evaluations and levels of challenge and job satisfaction. Implications of these changes and future directions for research are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10