A Brief Report on Behavior Theory and Practice in School Psychology.

Autor/inn/en	Wilczenski, Felicia L.; Bontrager, Terry
Titel	A Brief Report on Behavior Theory and Practice in School Psychology.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Behavior Theories; Counseling Techniques; Counseling Theories; Counselor Attitudes; Counselor Characteristics; Counselors; Elementary Secondary Education; Pupil Personnel Services; Pupil Personnel Workers; School Counselors; School Psychologists + Suchen Sie Ihr Suchwort? Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Counselor; Counsellor; Counsellors; Berater; School counselor; Beratungslehrer; Pädagogischer Berater; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	A compelling argument in support of behavioral approaches is the use of validated techniques. But many school psychologists use behavior consultation and intervention strategies despite not having followed the tenets of behavioral practice, such as gathering data. This study explores the reality of theory-practice discrepancies. Surveys were mailed to 500 randomly selected members of a national organization of school psychologists; a final sample of 308 respondents was used. The forced-choice questionnaire addressed issues of demographics, general practice, caseloads, the use of assessment procedures, and various intervention techniques. Most of the respondents worked with students spanning several age groups and grades. Results indicated that school psychologists are predominantly female, work in public schools, and classify themselves as moderately behavioral in orientation. Notable among the findings was the lack of a relationship between the types of assessment procedures employed in practice and the theoretical orientation of the practitioner. No differences were evident in the assessment practices of school psychologists with a self-reported low, moderate, or high behavioral orientation. Respondents provided scant evidence that the effects of intervention are evaluated systematically and some evidence indicates that outcomes are not evaluated at all. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC