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Anthun R, Manger T. Effects of Special Education Teams on School Psychology Services. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034306067293] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of the present study was to examine assumed differences in workload, service provision and professional quality evaluations in school psychology services (SPS) to schools with and without special education teams (SETs). Inclusion in the respective school samples was based on information from a survey completed by the school administrations about the schools' special education systems. SPS professionals recorded the case process and evaluated the case service quality. The results supported the hypotheses of different service patterns and workload in the two samples: SET schools compared to schools without SETs have: (1) a reduced number of referrals to SPS; (2) fewer referrals of behaviour cases; (3) more indirect work by the SPS and (4) more SPS collaboration with home and school and other services, institutions and authorities. The SPS professionals evaluated the service quality of the cases in the SET sample highest, as assumed. There is no significant difference in the mean number of work operations per case between the samples. The results are discussed with reference to quality indicators of the SPS and practical implications.
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Affiliation(s)
| | - Terje Manger
- Division of Educational Psychology, Department of Psychosocial Science, University of Bergen, Norway
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Lawrence Z. Black African parents’ experiences of an Educational Psychology Service. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2014. [DOI: 10.1080/02667363.2014.919249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Lowther C. Rocket science: an exploration of what information is of meaning to educational psychologists when evaluating their work. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2013. [DOI: 10.1080/02667363.2013.815113] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Liepins M, Cline T. Creating the conditions for effective work by locum educational psychologists. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2010. [DOI: 10.1080/02667363.2010.495212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Squires G, Farrell P, Woods K, Lewis S, Rooney S, O’Connor M. Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2007. [DOI: 10.1080/02667360701660993] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Hodgson J, Mattison S, Phillips E, Pollack G. Consulting Parents to Improve a Child Guidance Service. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2001. [DOI: 10.1080/02667360123799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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