Walter B. Pryzwansky

Models of Consultation: Preferences of Educational Professionals at Five Stages of Service.

Abstract Three professional education groups (elementary school principals, special education teachers, and second-grade teachers from two school systems) were asked to rate their preference for four models of consultation as offered by school psychologists at each of five stages of the consultation process. Results indicate that there were no differences among the three professional education groups in their ratings of the models. However, there was a significant difference in the ratings given to each model, with the collaboration model receiving the highest rating. A model by stage interaction also was noted, a finding which suggests that consultation preference should not be considered a unidimensional concept. The implications of these results for the training and practice of school psychologists in the consultation role are discussed.

Collaboration or Consultation: Is There a Difference?

For the past several years, the support service professionals (SSPs) in education have been exploring various service delivery models to reach the maximum number of students with optimal effectiveness and efficiency. Repeatedly, educators have turned to consultation as a most promising approach, no doubt owing in part to its humanistic components (what Stringer [1961] refers to as its &dquo;hallmark&dquo; and &dquo;unassailable quality&dquo; characteristics), as well as the face validity of some of its conceptualization which has appeared in print. Newcomer’s article serves to add consultation responsibilities to the role definition of the special teacher, a role which seems to make good, common sense among those of us who consider ourselves to be resource professionals employed by the school system. Yet what we need to examine, beyond the philosophical and theoretical base for the resource professional’s role, is the conceptual framework which the resource professional (&dquo;special educator,&dquo; in this instance) draws upon to implement an &dquo;interaction model.&dquo; Conclusions concerning the impact of such a model will probably be similar to what has been found in the mental health field, i.e., McClung and Stunden (1972) reported discrepancy between the actual behavior of consulting professionals and their reported theoretical principles. We must be clear, therefore, on underlying assumptions as well as the selection of an appropriate indirect service model.

The regulation of school psychology: A historical perspective on certification, licensure, and accreditation

Abstract The historical development of regulatory practices in school psychology is traced for individual and institutional credentials. Certification from state departments of education, licensure by state psychology boards, and credentials administered by professional groups such as listing in the National Register of Health Service Providers in Psychology, certification in the National School Psychology Certification System, and the diplomate through the American Board of School Psychology of the American Board of Professional Psychology are presented. National program accreditation of school psychology training programs as conducted by the American Psychological Association and the involvement of the National Association of School Psychologists in the National Council for Accreditation of Teacher Education Programs is also presented from its early inception to the present. Regulation is a facet of the specialtys identity that reflects its basic aspirations, and given the current state to which it has evolved in school psychology, a call is made for the integration of credentials within a comprehensive regulatory system.

Applying problem-solving approaches to school psychological reports

Abstract School psychological reports continue to be an important part of the school psychologists work. The value of reports as a communication tool has been questioned, a criticism that may be the result of the varying objectives by which it is judged. Recently, the literature in school psychology has seen a resurgence of articles on psychological report writing. Some writers are questioning current report-writing practices but at the same time proposing alternative report formats. Empirical support is lacking for these alternative report formats compared to traditional report organization in terms of consumer preferences and the reports ability to meet its intended objectives. Simultaneously, a considerable amount of attention is being given to scientific problem solving as it pertains to school psychology practice. This study examined the preferences of school psychologists and school staff for reports varied in respect to organization as reflected in expert vs. novice problem-solving strategies. The results indicate a preference across all professional groups for the traditionally organized school psychological report. Similarly, the same result was found as to perceived expertise of the writer, readability, problem identification, and understandability of recommendations. The implications of these findings for report writing are discussed in the context of the methodological challenges involved in this research area.

Consultation Research: Trends in Doctoral Dissertations 1978-1985.

Abstract In order to determine the current state of doctoral research in the area of consultation, a review of the nature of consultation dissertation research was conducted for the period 1978 through 1985. Based on the review, this article (a) delineates the existence of historical trends in consultation dissertation research, (b) evaluates the current state of consultation dissertation research in terms of an input, process, and output paradigm and (c) suggests directions for future research at the doctoral level.

The Influence of Examiner Race on the Cognitive Functioning of Urban and Rural Children of Different Races.

Abstract Urban and rural girls enrolled in second grades of a school system in the South were randomly assigned to black and white examiners to be tested on an individually administered intelligence test. The interaction of race of examiner, race of subject, and location of subjects home on test performance was investigated using a factorial design employing analysis of covariance. This interaction was not significant. However, as found in other studies, the white children as a group scored significantly higher than the black children. A discussion of conditions in which an interaction relationship may result is presented.

Parental consent for psychological evaluations: Legal, ethical and practical considerations

Abstract This article explores the legal, ethical, and practical considerations underlying the requirement for acquiring parental consent prior to a psychological assessment of children in school settings. Publ. L. 94-142 now mandates that parents for all children potentially labeled as handicapped give permission for a preplacement evaluation. This article reviews in detail specific aspects of that mandate, argues that this procedure be generalized to all situations where psychologists propose to evaluate children by reviewing both current ethical codes and standards for practice and public policy which favors such an undertaking. Finally, the authors indicate methods for implementing the mandate by discussing such issues as who should obtain consent and what information parents should receive prior to giving consent.

An Example of Comprehensive Program Evaluation in School Psychology.

The rationale for and a description of formative evaluation is presented for a nondoctoral training program in school psychology. It is suggested that the evaluation model used is appropriate for both training and service programs and can be used as an educational strategy for those involved in it.

The role of state school psychology organizations in the promotion of professional ethics

A survey was conducted to examine the role of state school psychology organizations in advocating for, and monitoring the ethical practice of, their members. Particular attention was directed to the existence and nature of codes of ethics and of due process procedures. The results revealed that 76% (28 of 37) of the responding organizations had adopted a code of ethics, while only 43% (16 of 37) had instituted due process procedures. The responsibility of professional school psychology organizations in serving as a resource to their members in the area of ethics is stressed. An educative approach to the promotion of ethical practice by professional organizations also is presented.