Realignment of School Psychology Research, Training, and Practice

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

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Theoretical Foundations of School Psychology Research and Practice

Theories of School Psychology ◽

10.4324/9781351064941-1 ◽

2020 ◽

pp. 1-21

Author(s):

S. Andrew Garbacz ◽

Kristy K. Kelly ◽

Craig A. Albers

Keyword(s):

School Psychology ◽

Psychology Research ◽

Research And Practice ◽

Theoretical Foundations

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Reporting effect size estimates in school psychology research

Psychology in the Schools ◽

10.1002/pits.20176 ◽

2006 ◽

Vol 43 (6) ◽

pp. 653-672 ◽

Cited By ~ 74

Author(s):

Martin A. Volker

Keyword(s):

School Psychology ◽

Effect Size ◽

Psychology Research ◽

Size Estimates

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The perceived role of null results in school psychology research and publication

School Psychology International ◽

10.1177/0143034319851230 ◽

2019 ◽

Vol 40 (4) ◽

pp. 416-430 ◽

Cited By ~ 1

Author(s):

Jessica S. Iwachiw ◽

Amy Lynn Button ◽

Jana Atlas

Keyword(s):

School Psychology ◽

School Psychologists ◽

Publication Bias ◽

Psychology Research ◽

Contributing Factors ◽

Null Results ◽

Actual Publication ◽

File Drawer ◽

File Drawer Problem

Researchers appear to assume that published research is limited to significant findings. If that is the case, it may be related to perceived or actual publication bias (i.e., journals publishing only significant findings) and/or the file-drawer problem (i.e., researchers not pursuing publication of null results). The lack of published null results can result in faulty decision-making based upon incomplete evidence. Thus, it is important to know the prevalence of, and the contributing factors to, researchers' failure to submit null results. Few studies have addressed this issue in psychology and none have targeted school psychology. Consequently, this study examined the file drawer problem and perception of publication bias among school psychologists. Survey data from 95 school psychology faculty indicated that participants published about half of the studies that they had conducted, suggesting that the file drawer problem is experienced by this population. While lack of time appeared to impact publication pursuit, participants' responses also suggested they believed in publication bias. Obtaining null results substantially impacted the decision to write up studies in pursuit of publication. Therefore, it seems that a sizeable percentage of school psychology research is not available for review by researchers or practitioners.

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