SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS

In comparison to school age special education practices, preschool special education practices have received far less attention in the research community. Each year in the United States, over 250,000 preschool age children are determined to exhibit developmental delay. It is unknown how many of them exhibit developmental delay in the area of social emotional functioning and what is the educational placement in which they received special education services. In this study, a national sample of school psychologists (n=119) who practice in early childhood settings was surveyed with regard to their assessment and educational placement practices. Results indicated that more school psychologists chose the regular education setting as opposed to separate classroom for placement of children with social and developmental delays. However, when placement options were grouped by settings it became evident that overall more preschoolers with social and emotional delays receive services in non-inclusive settings. Assessment factors as opposed to program factors were most influential on placement decisions. Observation in the educational setting was found to be the primary assessment tool in both assessment of social emotional competencies and in contributing to placement decisions. School psychologists reported annual monitoring of placement decisions and no correlation between the frequency of monitoring and the psychologists' perceived quality and efficacy of programming was found. Possible explanations and the associated implications of the study's findings are discussed.

Grantor dc:publisher

Temple University. Libraries

Year dc:date.issued

2011

Author dc:creator

• Sinai-Bental, Chen

Advisor dc:contributor.advisor

• Rotheram-Fuller, Erin

Committee members dc:contributor.committeemember

• Fiorello, Catherine A.
• DuCette, Joseph P.
• Farley, Frank
• Soundy, Cathleen S.

• Education, Early Childhood
• Psychology
• Education, Special
• Assessment
• Developmental Delay
• Early Childhood
• Educational Placement
• Preschool Special Education
• School Psychology

Statement dc:rights

• IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

eng

Dc Identifier Other

864885196

OAI identifier oai:identifier

oai:scholarshare.temple.edu:20.500.12613/2393