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School psychological services: An empirical comparison of two models
Author(s) -
Fairchild Thomas N.
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197604)13:2<156::aid-pits2310130209>3.0.co;2-z
Subject(s) - psychology , referral , service delivery framework , intervention (counseling) , service (business) , applied psychology , service model , perception , school psychology , response to intervention , medical education , nursing , medicine , psychiatry , economy , neuroscience , economics
In this study, the traditional diagnostic model of school psychological services was compared with the emerging consultant service model. The study was conducted in an effort to determine the effectiveness of each model in working with teachers in the elementary grades. The two delivery systems were evaluated by comparing them on two variables: (a) the number of school days that elapse from the time of referral until the teacher receives feedback, and (b) the effectiveness of the recommendations as measured by brief questionnaires. The results revealed that the consultant model with its de‐emphasis on the administration of time‐consuming tests resulted in more immediate feedback for teachers. Responses to the follow‐up questionnaires revealed that the consultant service model was as effective, if not more effective, in the teachers' perceptions, when comparing the effectiveness of the recommended intervention strategies. Although the data are more favorable for the consultant service model, they are not conclusive. Since each model meets some teachers' needs, a merging of these two approaches seems more justifiable than abandoning one model in favor of the other.