Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2003

Thesis Director

Gary L. Canivez

Abstract

This study examined teachers' preferences for academic and behavioral remediation. Specifically, the impact of service delivery model (traditional or flexible), type of presenting problem (academic or behavioral), and selected consultee characteristics (age, years of experience, grade level taught, years at current school, and level of teacher education) on teacher preferences was investigated. Individuals completed a demographic information sheet and an analog study. The survey consisted of two hypothetical scenarios of two different students found within the classroom. The first scenario described a student who only exhibited behavioral/emotional issues. The second scenario described a student who presented with only academic issues. After reading each scenario, teachers selected a first preference of what they would like to do next to help the student (refer for testing, consult with a school psychologist, continue with current intervention/instruction, and other). Frequency data were recorded for all variables.

Independent t-tests were conducted to determine if there was a significant difference in the number of referrals reported over the past twelve months and number of times consulting with a psychologist in the past twelve months between the participants in the flexible and traditional service delivery models. Chi Square analyses were conducted on teachers' preference to help students with academic and behavior problems between flexible and traditional service delivery models. In addition, a discriminant function analysis was conducted on all demographic variables, to determine which variable(s) if any predicted remediation preferences.

Results indicated that teachers in the flexible service delivery model consulted with the school psychologist significantly more often than teachers in the traditional model. There was no significant difference in the numbers of referrals to the school psychologist for testing. A significant difference was found for teachers' preference for remediation of students with academic problems between the two service delivery models. This difference in teachers' preferences was apparent in the significantly larger number of teachers in the flexible service delivery system versus the number of teachers in the traditional service delivery model that chose to consult with someone other than a school psychologist for assistance. There was no significant difference in teachers' preferences for remediation of behavior problems among students across both service delivery models. Similarly, none of the demographic variables emerged as predictors of teachers' preference for remediation of academic problems, however the correlation between the two was not significant. None of the demographic variables were predictors of teachers' preference for remediation of behavior problems. Discussion focuses on these results as they relate to past research, implications for the evolving role and function of school psychologists, and directions for future practice and research.

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