The predoctoral internship for school psychologists in the Greeley-Evans public schools

2005 ◽  
Author(s):  
R. Brett Nelson ◽  
Robyn Hess ◽  
Michael Hoover
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Predoctoral Internship

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

1986 ◽  
Vol 17 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Lou Tomes ◽  
Dixie D. Sanger
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Elementary School Principals ◽  
Team Member ◽  
Interdisciplinary Team ◽  
Survey Study ◽  
Language Programs ◽  
Team Members ◽  
Positive Attitudes ◽  
State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

The landscape of advocacy in public schools: The role of school psychologists.

2020 ◽  
Vol 17 (S1) ◽  
pp. 81-85 ◽  
Author(s):  
Kari A. Oyen ◽  
Katie Eklund ◽  
Nathaniel von der Embse
Keyword(s):  
Public Schools ◽  
School Psychologists

Assessing the Visually Impaired Child: A School Psychology View

1980 ◽  
Vol 74 (9) ◽  
pp. 344-350 ◽  
Author(s):  
Judy L. Genshaft ◽  
Nancy L. Dare ◽  
Patricia L. O'malley
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
Clinical Judgment ◽  
Cognitive Abilities ◽  
Visually Impaired ◽  
Assessment Instruments ◽  
The Public ◽  
Assessment Techniques ◽  
Visually Handicapped ◽  
Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

scholarly journals School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Ann E Glang ◽  
Melissa McCart ◽  
Christabelle L. Moore ◽  
Susan Davies
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
School Setting ◽  
School Psychologist ◽  
Disabilities Education Act ◽  
Need Support ◽  
Effective Training ◽  
Perceived Preparedness ◽  
Low Levels ◽  
Education Act

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI.

Grade retention: Current decision-making practices and involvement of school psychologists working in public schools

2009 ◽  
Vol 46 (5) ◽  
pp. 410-419 ◽  
Author(s):  
Britton L. Schnurr ◽  
Deborah K. Kundert ◽  
Amanda B. Nickerson
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
School Psychologists ◽  
Grade Retention

scholarly journals An epidemiological study of prevalence and comorbidity of non-clinical Dyslexia, Dysgraphia and Dyscalculia symptoms in Public and Private Schools of Pakistan

2020 ◽  
Vol 36 (7) ◽  
Author(s):  
Farzana Ashraf ◽  
Najma Najam
Keyword(s):  
Learning Disabilities ◽  
Public Schools ◽  
School Psychologists ◽  
Epidemiological Study ◽  
Private Schools ◽  
Management Strategies ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Public And Private ◽  
Creative Commons

Objective: Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students’ issues. The present study was designed to examine the prevalence and comorbidity of specific learning disabilities (SLD) symptoms such as dyslexia, dysgraphia and dyscalculia in public and private schools of Lahore, Pakistan. Methods: This cross-sectional study was conducted in four schools of Lahore from June, 2019 to December 2019. We examined 666 participants (boys= 384, girls= 282) from two public (n=409) and two private (n=257) schools of Lahore with a mean age of 13 years (SD±1.44). Participants were assessed on Learning Disabilities Checklist (LDC) along with a demographic sheet. The data were analyzed by using descriptive statistics (frequencies and percentages) and inferential analyses of Chi Square test of association and Cohen’s Kappa by using SPSS version 24. Results: Findings indicated that 39% participants showed SLD symptoms, 33% dyslexia, 48% dysgraphia and 45% dyscalculia symptoms. Significant co-morbidities were seen, such as 30% for dyslexia and dysgraphia symptoms, dyslexia and dyscalculia 26% and dysgraphia and dyscalculia as 36%. Variations in SLD, dyslexia, dysgraphia and dyscalculia symptoms were also seen across gender and schools with significant higher prevalence in public schools. Conclusion: High prevalence of SLD symptoms and comorbidity in students was found which is alarming, particularly in public sector schools in Pakistan. SLD and dyslexia were higher for boys, whereas girls scored high on dysgraphia and dyscalculia. Therefore, there is great need of introducing screening measure of assessment of SLD and management strategies to deal with these issues. doi: https://doi.org/10.12669/pjms.36.7.2486 How to cite this:Ashraf F, Najam N. An epidemiological study of prevalence and comorbidity of non-clinical Dyslexia, Dysgraphia and Dyscalculia symptoms in Public and Private Schools of Pakistan. Pak J Med Sci. 2020;36(7):---------. doi: https://doi.org/10.12669/pjms.36.7.2486 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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