Skip to main content
SpringerLink
Log in

Policy, Structural, Role, and Knowledge Barriers to Best Practice in School Psychology

  • Chapter
  • First Online:
Professional Responsibility

Part of the book series: Advances in Medical Education ((AMEDUC,volume 4))

Abstract

For the last two decades, the profession of school psychology has been in the midst of a paradigm shift from a role that was primarily defined as conducting assessments to one that ideally includes providing consultation and intervention services. Although the role change is typically perceived as a means to provide better services to at-risk students, the shift in roles has not been universally embraced. The decades-long paradigm shift has been the focus of heated debates in the literature and at national conferences. Nonetheless, a recent national policy change has created momentum for shifting roles, yet there are many other barriers that have not been reduced or eliminated that prevent psychologists in schools from practicing in a manner that is consistent with recently developed professional standards. The purpose of this chapter is to examine the barriers by examining the evolution of the profession and to provide recommendations about how to solve these challenges. An argument is presented that the field will not transform unless individual psychologists assume professional responsibility for their roles and use problem-solving techniques to reduce or eliminate the obstacles that prevent or make difficult the provision of consultation and intervention services. In addition, an argument is also presented that unless universities change training practices, psychologists will not have the skills to create the desired reform.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American Psychological Association (APA). (2007). Guidelines and principles for accreditation of programs in professional psychology. Retrieved from http://www.apa.org/ed/accreditation/about/policies/guiding-principles.pdf

  • Batsche, G. M., Knoff, H. M., & Peterson, D. W. (1989). Trends in credentialing and practice standards. School Psychology Review, 18, 193–202.

    Google Scholar 

  • Braden, J. P., & Niebling, B. C. (2012). Using the joint test standards to evaluate the validity evidence for intelligence tests. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (3rd ed.). New York: The Guilford Press.

    Google Scholar 

  • Bradley-Johnson, S., & Dean, V. J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37(1), 1–5.

    Article  Google Scholar 

  • Castillo, J. M., Curtis, M. J., & Gelley, C. (2012). Professional practice school psychology 2010-part 2: School psychologists’ professional practices and implications for the field. Communiqué, 40, 4–6.

    Google Scholar 

  • Council of Directors of School Psychology Programs (CDSPP). (2012). Doctoral internship guidelines. Retrieved from http://www.sites.google.com/site/cdspphome/2012guidelines

  • Charvat, J. L. (2005). NASP study: How many school psychologists are there? NASP Communique, 33(6). Retrieved from http://www.nasponline.org/publications/cq/cq336numsp.aspx.

    Google Scholar 

  • Curtis, M. J., Castillo, J. M., & Gelley, C. (2010). School psychology 2010: Demographics, employment, and the context for professional practices. NASP Communique, 40(7), 1.

    Google Scholar 

  • Curtis, M. J., Hunley, S. A., & Grier, J. E. C. (2002). Relationships among the professional practices and demographic characteristics of school psychologists. School Psychology Review, 31, 30–42.

    Google Scholar 

  • Cutts, N. E. (Ed.). (1955). School psychologists at mid-century. Washington, DC: American Psychological Association.

    Google Scholar 

  • Elman, N. S., Illfedlder-Kaye, J., & Robiner, W. N. (2005). Professional development: Training for professionalism as a foundation for competent practice in psychology. Professional Psychology: Research and Practice, 36, 367–375.

    Article  Google Scholar 

  • Fagan, T. K. (1986). The historical origins and growth of programs to prepare school psychologists in the United States. Journal of School Psychology, 24, 9–22.

    Article  Google Scholar 

  • Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47, 236–243.

    Article  Google Scholar 

  • Fagan, T. K. (1993). Separate but equal: School psychology’s search for organizational identity. Journal of School Psychology, 31, 3–90.

    Article  Google Scholar 

  • Fagan, T. K. (1999). Training school psychologists before there were school psychologist training programs: A history 1890–1930. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (pp. 2–33). New York: John Wiley.

    Google Scholar 

  • Fagan, T. K., & Wise, P. S. (2007). School psychology: Past, present, and future (3rd ed.). Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Fletcher, J. M., Denton, C., & Francis, D. J. (2005a). Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected achievement. Journal of Learning Disabilities, 38, 545–552.

    Article  Google Scholar 

  • Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (2005b). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 506–522.

    Article  Google Scholar 

  • Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R., et al. (2002). Classification of learning disabilities: An evidence-based evaluation. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 185–250). New Jersey: Erlbaum.

    Google Scholar 

  • Forrest, L., Miller, D. S., & Elman, N. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology, 2, 183–192.

    Article  Google Scholar 

  • Gaubatz, M. D., & Vera, E. M. (2006). Trainee competence in masters-level counseling programs: A comparison of counselor educators’ and students’ views. Counselor Education and Supervision, 46, 32–43.

    Article  Google Scholar 

  • Graden, J. L. (2004). Arguments for change to consultation, prevention, and intervention: Will school psychology ever achieve this promise? Journal of Educational and Psychological Consultation, 15, 345–359.

    Article  Google Scholar 

  • Gilman, R., & Medway, F. J. (2007). Teachers’ perceptions of school psychology: A comparison of regular and special education teacher ratings. School Psychology Quarterly, 22(2), 145–161.

    Article  Google Scholar 

  • Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37–51.

    Article  Google Scholar 

  • Hammill, D. D. (1990). On defining learning disabilities: An emerging consensus. Journal of Learning Disabilities, 23, 74–84.

    Article  Google Scholar 

  • Harvey, V. S., & Pearrow, M. (2010). Identifying challenges in supervising school psychologists. Psychology in the Schools, 47, 567–581.

    Article  Google Scholar 

  • Hildreth, G. H. (1930). Psychological service for school problems. Yonkers-on-Hudson: World Book.

    Google Scholar 

  • Kane, M. (2013). The argument-based approach to validation. School Psychology Review, 42, 448–457.

    Google Scholar 

  • Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don’t say: A critical analysis. Journal of Learning Disabilities, 33, 239–256.

    Article  Google Scholar 

  • Kratochwill, T. R. (2007). Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead. American Psychologist, 62(8), 843–845.

    Article  Google Scholar 

  • Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34–48.

    Google Scholar 

  • Lilienfeld, S. O., Ammirati, R., & David, M. (2011). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50(1), 7–36.

    Article  Google Scholar 

  • McDermott, P. A., Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8, 290–302.

    Article  Google Scholar 

  • National Association of School Psychologists. (2010a). NASP professional standards. Bethesda, MD: National Association of School Psychologists. Retrieved January 6, 2014, from http://www.nasponline.org/standards/2010standards.aspx

  • National Association of School Psychologists. (2010b). National association of school psychologists model for comprehensive and integrated school psychological services. School Psychology Review, 39(2), 320–333.

    Google Scholar 

  • National Association of School Psychologists. (2010c). National association of school psychologists: Standards for graduate preparation of school psychologists. Bethesda: National Association of School Psychologists. Retrieved January 7, 2014, from http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf

  • Nelson, J. M., & Machek, G. R. (2007). A survey of training, practice and competence in reading assessment and intervention. School Psychology Review, 36(2), 311–327.

    Google Scholar 

  • Noell, G. H., Witt, J. C., Gilbertson, D. N., Rainer, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12(1), 77–88.

    Article  Google Scholar 

  • Phelps, L., & Swerdlik, M. E. (2011). Evolving internship issues in school psychology preparation. Psychology in the Schools, 48(9), 911–921.

    Article  Google Scholar 

  • Prus, J. S., & Strein, W. (2011). Issues and trends in the accreditation of school psychology programs in the united states. Psychology in the Schools, 48(9), 887–900.

    Article  Google Scholar 

  • Reschly, D. J., & Ysseldyke, J. E. (1995). School psychology paradigm shift. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III. Washington, DC: National Association of School Psychologists.

    Google Scholar 

  • Reschly, D. J. (2008). School psychology paradigm shift and beyond. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Riley-Tillman, T. C., Chafouleas, S. M., Eckert, T. L., & Kelleher, C. (2005). Bridging the gap between research and practice: A framework for building research agendas in school psychology. Psychology in the Schools, 42(5), 459–473.

    Article  Google Scholar 

  • Roberts, M. C., Borden, K. A., Christiansen, M. D., & Lopez, S. J. (2005). Fostering a culture shift: Assessment of competence in the education and careers of professional psychologists. Professional Psychology: Research and Practice, 36, 355–361.

    Article  Google Scholar 

  • Rubin, N. J., Bebeau, M., Leigh, I. W., Lichtenber, J. W., Nelson, P. D., Portnoy, S., Smith, I. L., & Kaslow, N. J. (2007). The competency movement within psychology: An (sic) historical perspective. Professional Psychology: Research and Practice, 38, 452–462.

    Article  Google Scholar 

  • Peshak George, H., Kincaid, D., & Pollard-Sage, J. (2008). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support. New York: Springer.

    Google Scholar 

  • Shapiro, E. S., Zigmond, N., Wallace, T., & Marston, D. B. (Eds.). (2011). Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford.

    Google Scholar 

  • Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17, 341–354.

    Article  Google Scholar 

  • Sokal, M. M. (1982). The Committee on the certification of consulting psychologists: A failure of applied psychology in the 1920’s. In C. J. Adkins & B. A. Winstead (Eds.), History of applied psychology: Department of Psychology Colloquium Series II (pp. 71–90). Norfolk: Old Dominion University, Department of Psychology, Center for Applied Psychological Studies.

    Google Scholar 

  • Stoiber, K. C., & Vanderwood, M. L. (2008). Traditional assessment, consultation, and intervention practices: Urban school psychologists’ use, importance, and competence ratings. Journal of Educational and Psychological Consultation, 18, 264–292.

    Article  Google Scholar 

  • Sullivan, A. L., & Long, L. (2010). Examining the changing landscape of school psychology practice: A survey of school-based practitioners regarding response to intervention. Psychology in the Schools, 47(10), 1059–1070.

    Article  Google Scholar 

  • Swerdlik, M. E., & French, J. L. (2000). School psychology training for the 21st century: Challenges and opportunities. School Psychology Review, 29(4), 577–588.

    Google Scholar 

  • Tarquin, K. M., & Truscott, S. D. (2006). School psychology students’ perceptions of their practicum experiences. Psychology in the Schools, 43(6), 727–736.

    Article  Google Scholar 

  • Tharinger, D. J., Pryzwansky, W. B., & Miller, J. A. (2008). School psychology: A specialty of professional psychology with distinct competencies and complexities. Professional Psychology: Research and Practice, 39(5), 529–536.

    Article  Google Scholar 

  • Thomas, A. (2000). School psychology 2000. NASP Communique, 28(2). Retrieved from http://www.nasponline.org/publications/cq/cq288sp2000.aspx.

  • U.S. Department of Education (1995). Seventeenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse (2014). Find what works. Washington, DC: National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/findwhatworks.aspx.

    Google Scholar 

  • Van Der Heyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256.

    Article  Google Scholar 

  • Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601–638.

    Article  Google Scholar 

  • Vellutino, F. R., Steger, B. M., Moyer, S. C., Harding, C. J., & Niles, J. A. (1997). Has the perceptual deficit hypothesis led us astray? Journal of Learning Disabilities, 10(6), 375–385.

    Article  Google Scholar 

  • Ysseldyke, J. E., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, C. (2006). School psychology: A blueprint for training and practice III. Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Ysseldyke, J., Burns, M., & Rosenfield, S. (2009). Blueprints on the future training and practice in school psychology: What do they say about educational and psychological consultation? Journal of Educational and Psychological Consultation, 19, 177–196.

    Article  Google Scholar 

  • Ysseldyke, J. E., Dawson, P., Lehr, C., Reschly, D., Reynolds, M., & Telzrow, C. (1997). School psychology: A blueprint for training and practice II. Bethesda: National Association of School Psychologists.

    Google Scholar 

  • Ysseldyke, J. E., Reynolds, M., & Weinberg, R. A. (1984). School psychology: A blueprint for training and practice. Minneapolis: University of Minnesota National School Psychology Inservice Training Network.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Graduate School of Education, University of California Riverside, Riverside, CA, USA

    Mike L. Vanderwood PhD, Cathleen Geraghty-Jenkinson PhD & Richard Kong

Authors
  1. Mike L. Vanderwood PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Cathleen Geraghty-Jenkinson PhD
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Richard Kong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mike L. Vanderwood PhD .

Editor information

Editors and Affiliations

  1. Graduate School of Education, University of California Riverside, Riverside, California, USA

    Douglas E. Mitchell

  2. Graduate School of Education, University of California Riverside, Riverside, California, USA

    Robert K. Ream

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Vanderwood, M.L., Geraghty-Jenkinson, C., Kong, R. (2015). Policy, Structural, Role, and Knowledge Barriers to Best Practice in School Psychology. In: Mitchell, D., Ream, R. (eds) Professional Responsibility. Advances in Medical Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-02603-9_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-02603-9_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-02602-2

  • Online ISBN: 978-3-319-02603-9

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation