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Research Article
School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems
Article first published online: 29 MAR 2004
DOI: 10.1002/pits.10176
Copyright © 2004 Wiley Periodicals, Inc.
1520-6807/asset/cover.gif?v=1&s=bc81c672c49a9b6e854242d397a153f08fb4b244 "Psychology in the Schools")
Additional Information
How to Cite
Shapiro, E. S. and Heick, P. F. (2004), School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems. Psychology in the Schools, 41: 551–561. doi: 10.1002/pits.10176
Publication History
- Issue published online: 29 MAR 2004
- Article first published online: 29 MAR 2004
- Abstract
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- Cited By
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. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 551–561, 2004.