Bilingual school psychologists' practices with students with limited English proficiency
Abstract
The present study investigated bilingual school psychologists' practices with students with limited English proficiency (LEP). Two hundred and forty-five psychologists from the 2000 National Association of School Psychologists (HASP) directory of bilingual school psychologists were asked to complete a survey reporting demographic information, levels and kinds of professional experiences, current assessment and other professional practices, levels of perceived accuracy, and levels and types of training. ^ Descriptive statistics were used to summarize the demographic information and assessment instruments used. Point-biserial correlations were used to evaluate the degree of relationship between selected pairs of variables. A series of principle component analysis was also conducted to help identify the meaning and quality of potential latent variables underlying the summative scales. Finally, a series of backward elimination, multiple-regression analyses was conducted to correlate summative scales with demographic variables. ^ Results showed that these bilingual school psychologists had large caseloads, had high levels of training, had been practicing for eleven or more years, used a variety of assessment instruments/procedures in their practices, worked at least half time with children, preferred direct clinical experience as a means of acquiring training, and generally perceived their decisions as highly accurate. Implications of these findings are discussed in terms of policy issues, training, practices, and future research. ^
Subject Area
Education, Educational Psychology|Psychology, Clinical|Psychology, Psychometrics
Recommended Citation
Christopher John Lopes,
"Bilingual school psychologists' practices with students with limited English proficiency"
(2005).
Dissertations and Master's Theses (Campus Access).
Paper AAI3188066.
http://digitalcommons.uri.edu/dissertations/AAI3188066