Do School Psychologists Continue to Operate Out of a Narrow Tester-Reporter Model in Spite of Recommendations to Change?

Abstract

This research explored assumptions that school psychologists operate out of a narrow tester-report writing model, fail to consult with teachers, and are restricted in their role. The members of the New York State Association of School Psychologists were mailed a survey designed to test these assumptions. While the results should be viewed as exploratory and tentative due to the geographical limitations of the sample, the data obtained did not appear to support these assumptions: 85% indicated freedom in role performance, and 100% indicated some type of consultation regarding psychological findings. The average time spent testing and report writing was 40%, and this was viewed as less than indicating a narrow tester-report writing role.