Graduation Year

2008

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Psychological and Social Foundations

Major Professor

Michael J. Curtis, Ph.D.

Committee Member

George M. Batsche, Ed.D.

Committee Member

Constance V. Hines, Ph.D.

Committee Member

Jeffrey D. Kromrey, Ph.D.

Keywords

Consultation, System-level change, Professional development, Clinical supervision, Effective supervision

Abstract

The present study examined the relationship between the occurrence of reported supervision and the professional practices of school psychologists. Information provided by more than 1,700 school psychologists in response to the National Association of School Psychologists: Demographic and Professional Practices Survey 1999-2000 School Year - NASP-DPPS 2000 survey were used to create the 1999-2000 national database (Curtis, et al., 2000) and served as the basis for secondary analyses in the current study. The NASPDPPS 2000 collected information regarding the demographic characteristics, employment conditions and professional practices of school psychologists the United States.

Correlational and multiple regression analyses were completed to examine the relationship between professional practices and the reported receipt of supervision, background of the supervisor, and ratio of school psychologists to supervisor. Professional practices did not appear to be significantly related to vary as a function of the occurrence of reported supervision. School psychologists reporting receiving supervision completed significantly more initial psychoeducational assessment and reevaluations than school psychologists who reported not receiving supervision. Initial pyshcoeducational assessment and reevaluations are professional practices that can be categorized as special education and direct service delivery model.

The subsample of school psychologists who reported the occurrence of supervision was examined for the remaining analyses. In addition, supervised school psychologists' professional practices did not vary as a function the supervisor's type of educational background (i.e., school psychology or non-school psychology), and level of educational preparation (i.e., doctoral or nondoctoral). Finally, the school psychologists-to-supervisor ratio and nature of the school psychologists' professional practices was examined. The remaining correlations were considered non-significant.

It was noted that the questions included in the NASP-DPPS 2000 survey did not allow for specific information about the type, topography, or quality of supervision. This limitation precluded drawing specific conclusions regarding the research questions addressed.

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