Hee-Sook Choi

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

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.

Classroom-Based Social Skills Training: Impact on Peer Acceptance of First-Grade Students

The effectiveness of regular classroom-based social skills training that was co-facilitated by the classroom teacher and a school psychologist was examined in this study. Results indicated significant gains in peer acceptance on the Work With peer rating scale and practical, but marginal, gains on the Play With peer rating scale. Our primary intentions were to (a) boost the likelihood of social skills training taking place in the regular classroom with the teacher as the provider and (b) facilitate collaboration between regular education teachers and related school personnel.

Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior

ABSTRACT This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The on-task behavior of each participant rose substantially between the initial baseline and treatment conditions and remained elevated throughout the study. Similarities between student performances suggest that students with low on-task behavior respond positively to delayed, directive praise and that the positive effects of such praise generalize over time.

Evidence of Reliability and Validity for a Children's Auditory Continuous Performance Test

Continuous Performance Tests (CPTs) are commonly utilized clinical measures of attention and response inhibition. While there have been many studies of CPTs that utilize a visual format, there is considerably less research employing auditory CPTs. The current study provides initial reliability and validity evidence for the Auditory Vigilance Screening Measure (AVSM), a newly developed CPT. Participants included 105 five- to nine-year-old children selected from two rural Midwestern school districts. Reliability data for the AVSM was collected through retesting of 42 participants. Validity was evaluated through correlation of AVSM scales with subscales from the ADHD Rating Scale–IV. Test–retest reliability coefficients ranged from .62 to .74 for AVSM subscales. A significant (r = .31) correlation was obtained between the AVSM Impulsivity Scale and teacher ratings of inattention. Limitations and implications for future study are discussed.

Consultation Practices between School Counselors and School Psychologists: Implications for Training and Practice.

ABSTRACT This study examined the extent of partnership between school counselors and school psychologists via consultation. Stratified random samples of 150 school counselors and 150 school psychologists who are members of ASCA and NASP, respectively, were surveyed using a 12-item questionnaire. Despite current trends toward a partnership approach to serving children, limited consultative efforts were noted between school counselors and school psychologists. Implications of the findings and recommendations for practitioners and training programs are discussed.

Error-Prone Subtests and Error Types in the Administration of the Stanford-Binet Intelligence Scale: Fourth Edition

The present study attempted to identify the most error-prone subtests and their error types in the administration of the S-B:IV. A checklist was developed to evaluate systematically the videotapes of S-B:IV administrations submitted by graduate students. Particularly problematic for the students in following the standardized procedures were the subtests Pattern Analysis, Copying, Paper Folding and Cutting, Quantitative, and Bead Memory. The most frequently occurring types of error were noted for each of the above subtests. The findings of this study have significant implications for both university trainers and practitioners.