Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2001

Thesis Director

J. Michael Havey

Abstract

This study surveyed the perceptions of school psychologists and learning disabilities teachers (LD teachers) on the frequency of use and usefulness of the following assessment procedures: Standardized tests, curriculum based measures (CBMs), classroom observations, interview with general education teachers, and analysis of class assignments for initial placement of a child, instructional planning, and evaluation of student progress. Further, this study investigated how proficient the two groups felt in administering each of the five assessment procedures. Fifty four school psychologists and 32 LD teachers completed the questionnaire. Results indicated that school psychologists and LD teachers agreed on the frequency of use and perceived usefulness for initial placement, educational planning, and evaluation of progress with the exception of school psychologists rating standardized tests as significantly more useful for initial placement decisions. School psychologists also reported using standardized tests significantly more often for designing educational programs than LD teachers. Likewise, LD teachers rated Curriculum Based Measures (CBMs) and observations and error analysis significantly more useful for initial assessment and for evaluating student progress, respectively. The findings also suggested that the two groups feel proficient in administering the five assessment procedures, although LD teachers reported feeling significantly more proficient in administering CBMs.

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