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The authors assessed the reliability and validity of the Web-based version of the Career Key (L. K. Jones, 1997). Ninety-nine undergraduates completed the Web-based version of the Career Key and [...]

Provides some insights into the preparation of students with disabilities for school-to-work transition and postschool life in the U.S. Transdisciplinary vocational assessment and an emphasis on postschool planning; 'Transition services for students with disabilities; Components of a comprehensive vocational assessment.

This study was an effort to subtype adolescents' learning disabilities using scores on the Woodcock-Johnson Psycho-Educational Battery–Revised. A cluster analysis of 88 cases classified as learning disabled and 75 as nonlearning disabled was conducted to characterize subtypes. Two distinct subtypes emerged for the group while one for the nonlearning disabled group was identified. A multivariate analysis of variance to test for differences in scores among the identified subtypes yielded significant differences, suggesting that these students had two specific types of learning disorders. Cross-validation is essential.

The purpose of this study was to determine whether the results of Anderson, et al.'s 1984 national study of the job satisfaction of NASP affiliated school psychologists could be replicated in one state and with a sample that comprised both NASP-affiliated and nonaffiliated school psychologists. The job satisfaction of 362 school psychologists in Pennsylvania was analyzed using demographic data and the Minnesota Satisfaction Questionnaire and other procedures nearly identical to those employed by Anderson, et al.Current results paralleled the results of Anderson, et al.both in the percentages of school psychologists who showed various levels of job satisfaction and in regard to sources of satisfaction and dissatisfaction.

Elementary and secondary school administrators (N= 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.

29 students (Mage of 8.0 yr.) who were referred for evaluation were administered the Gifted Evaluation Scale, the Kaufman Brief Intelligence Test, and the WISC-III. Paired ttests comparing the mean GES Quotient with the K-BIT mean IQ and WISC-III Verbal, Performance, and Full Scale IQs yielded no statistically significant differences (range of IQs = 120.6 to 122.9). While the significant correlation of the GES Quotient and WISC-III Performance IQ was .42, r= − .37 for the GES Quotient and WISC-III Verbal IQ. No significant correlation was found between the GES Quotient and the WISC-III Full Scale or K-BIT IQs. The limitations and implications of the study, with regard to the use of the Gifted Evaluation Scale, are discussed.

Job satisfaction has been associated with a variety of personal, social and work related variables, all of which have potential implications for practising school psychologists. The present study utilized a modified form of the Minnesota Satisfaction Questionnaire and a demographic data form to investigate overall levels of job satisfaction among practising school psychologists in the State of Virginia (USA), the degree of satisfaction expressed with each of twenty subfactors of job satisfaction, and the relationship between job satisfaction scores and selected demographic variables. A response rate of 87.36 percent was achieved, and responses from 267 practitioners were analysed. Results indicated that 84.27 percent of the respondents were either satisfied or very satisfied with their jobs. Of the twenty job subfactors measured, school psychologists expressed dissatisfaction wit1} only two: school system policies and practices, and advancement opportunities. Three significant predictors of job satisfaction emerged: membership in the Virginia Association of School Psychologists (positively related), membership in the National Education Association (negatively related), and contract length (negatively related). Four other variables were found to be significant correlates of job satisfaction: tendency to remain in current position (positively related), tendency to remain in the profession of school psychology (positively related), membership in the Virginia Education Association (negatively related), and membership in the National Association of School Psychologists (positively related).

While Fein's (1974) suggested use of a case study approach in lieu of “statistical procedures” to study the role and function of school psychologists has merit, multiple methods of studying the problem are most desirable. We take issue with Fein's inference that a statistical approach is a “less meaningful” approach and argue against her assertion that our study yielded “very limited results.” Most of Fein's comments seem directed toward “roles and functions of school psychologists” and not our principal focus on administrators' perceptions of and satisfaction with school psychologists.

This study investigated differences between Pennsylvania doctoral and nondoctoral school psychologists (N= 362) relative to the time desired to be spent in different roles, involvement in vocational activities, and in satisfaction with different aspects of their jobs. Adjusting for the increased error rate associated with making multiple comparisons, no statistically significant differences emerged but differences which fell just short of significance were for desired time in research, involvement in vocational assessment, and satisfaction with pay.