Affiliation:
1. Department of Special Education University of Illinois, Urbana-Champaign
Abstract
Perceived and preferred roles of 67 school psychologists in early childhood special-education programs were examined in a partial replication with 268 respondents in Illinois of Mowder, Willis, and Widerstrom's work. The most commonly cited reason for consultation with school psychologists was related to psychological assessment, with information on children's functioning as the most likely benefit. Respondents preferred the mental health model. Although respondents were satisfied with the roles of school psychologists, they presented several concerns about expanded roles for school psychologists.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献