| dc.contributor |
Counseling/Student Personnel Services |
|
| dc.creator |
Capps, Charles Frederick |
|
| dc.date |
2015-07-09T20:43:19Z |
|
| dc.date |
2015-07-09T20:43:19Z |
|
| dc.date |
1985 |
|
| dc.date.accessioned |
2023-03-01T08:11:39Z |
|
| dc.date.available |
2023-03-01T08:11:39Z |
|
| dc.identifier |
http://hdl.handle.net/10919/54220 |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/276778 |
|
| dc.description |
An analysis of how adaptive behavior information is obtained and used by school psychologists with secondary age students was the focus of this investigation. School psychologists are often considered to be important sources of information regarding the initial identification and programming of students placed in special education classes. Because the adaptive behavior instruments developed for public school use have emphasized the initial placement/ identification of elementary age students, it was not known how school psychologists approach the adaptive behavior issue with secondary age students. This question was critical in light of research indicating the poor post secondary transition of many handicapped students and the limited training of school psychologists in providing services for secondary age students. The study was undertaken to examine the dynamics of practicing school psychologists' current use of adaptive behavior information in the psychological assessment of secondary age students.
To gather the data needed for the study, a questionnaire was mailed to a representative sample of the membership of the National Association of School Psychologists residing in the United States. An 81.4% return rate was obtained. One hundred eighty-seven school psychologists practicing primarily in the schools provided data used in the study.
The results of this study indicate that if school psychologists are to adequately address the post secondary needs of secondary age students, they will need to become familiar with newer adaptive behavior instruments which address issues beyond the non-biased assessment of mild mentally retarded students. Reforms in current reevaluation practices are needed to facilitate the use of adaptive behavior instruments that can help facilitate the post secondary transition of secondary age students. Also, training programs need to place greater emphasis in skill development for optimal psychological services with secondary age students. More research is needed regarding the experience/continuing education factor mentioned earlier. Also, test publishers need to encourage the development and marketing of new adaptive behavior instruments which can better help to facilitate the post secondary transition of this population. |
|
| dc.description |
Ed. D. |
|
| dc.format |
xii, 248 leaves |
|
| dc.format |
application/pdf |
|
| dc.format |
application/pdf |
|
| dc.language |
en_US |
|
| dc.publisher |
Virginia Polytechnic Institute and State University |
|
| dc.relation |
OCLC# 13280192 |
|
| dc.rights |
In Copyright |
|
| dc.rights |
http://rightsstatements.org/vocab/InC/1.0/ |
|
| dc.subject |
LD5655.V856 1985.C37 |
|
| dc.subject |
Students -- Psychology |
|
| dc.subject |
Adaptability (Psychology) |
|
| dc.subject |
School psychologists |
|
| dc.title |
The use of adaptive behavior information by school psychologists in the psychological evaluation of secondary age students |
|
| dc.type |
Dissertation |
|
| dc.type |
Text |
|