Psychological service delivery in the schools was investigated through a mail survey of eighty-one practicing school psychologists in Central New York State. The response rate was 42%. Actual and preferred practices within both alternative and traditional service deliveries were investigated to discover the extent to which reform has occurred in the field of school psychology in the 1990's. Possible factors that could be perceived as barriers to preferred service delivery were also studied. Significant differences were found between actual and preferred practices, as well as between the average percentage of time spent in both alternative and traditional service deliveries. Results indicate that little progress has been made in school psychology reform from traditional practices related to assessment, toward more alternative practices related to intervention and indirect services. Results also indicate that actual and preferred alternative and traditional practices are not related to the characteristics of the current sample. Time constraints and students' needs are the factors that are perceived by respondents to serve as barriers to preferred service delivery, while training limitations and teacher resistance are not. To determine if factors that could be perceived as barriers to preferred practice are independent from sample characteristics and service delivery practices, tests of independence were conducted. Overall, results indicate that the factors of students' needs and time constraints are not independent from all of the sample characteristics or practices.
Library of Congress Subject Headings
School psychology--New York (State); School psychologists--New York (State); School children--Mental health services--New York (State)
Department, Program, or Center
Department of Psychology (CLA)
Schrader, Tracey, "Psychological service delivery in the schools: Has there been rapid reform?" (1998). Thesis. Rochester Institute of Technology. Accessed from
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