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An investigation of the factors that...

Ulmer, Timothy Patrick.

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An investigation of the factors that influence the involvement of school psychologists in transition services.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of the factors that influence the involvement of school psychologists in transition services./
Author:	Ulmer, Timothy Patrick.
Description:	261 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.
Contained By:	Dissertation Abstracts International65-07B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139633
ISBN:	0496867741

An investigation of the factors that influence the involvement of school psychologists in transition services.
Ulmer, Timothy Patrick.

An investigation of the factors that influence the involvement of school psychologists in transition services. - 261 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.

Thesis (Ph.D.)--University of Northern Colorado, 2004.

The skills of school psychologists are underutilized in the process designed to prepare students for life after high school. Developing and providing effective transition services for students with disabilities is a complex task requiring the skills of a variety of professionals. The purpose of this study was to use structural equation modeling to compare two proposed models on the involvement of school psychologists in transition services with data collected from a national sample of practicing secondary school psychologists. Both direct and indirect relationships were identified, and after some minor revisions this study generated support for the effects of training, attitudes of school psychologists toward transition services, and best practices in transition services on the involvement of school psychologists in transition services. Training emerged as having the strongest influence on the involvement of school psychologists in transition services. Therefore, the model by which training directly influenced the involvement of school psychologists in transition services is favored. Several ways for increasing the involvement of school psychologists in transition services are offered as well as a discussion on how involvement in transition services resonates with efforts to redefine the role and function of school psychologists.

ISBN: 0496867741Subjects--Topical Terms:

524864
Psychology, Clinical.

An investigation of the factors that influence the involvement of school psychologists in transition services.
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100 1 $a Ulmer, Timothy Patrick. $3 1939284
245 1 3 $a An investigation of the factors that influence the involvement of school psychologists in transition services.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3731.
500 $a Advisers: Michelle Athanasiou; Diane Bassett.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2004.
520 $a The skills of school psychologists are underutilized in the process designed to prepare students for life after high school. Developing and providing effective transition services for students with disabilities is a complex task requiring the skills of a variety of professionals. The purpose of this study was to use structural equation modeling to compare two proposed models on the involvement of school psychologists in transition services with data collected from a national sample of practicing secondary school psychologists. Both direct and indirect relationships were identified, and after some minor revisions this study generated support for the effects of training, attitudes of school psychologists toward transition services, and best practices in transition services on the involvement of school psychologists in transition services. Training emerged as having the strongest influence on the involvement of school psychologists in transition services. Therefore, the model by which training directly influenced the involvement of school psychologists in transition services is favored. Several ways for increasing the involvement of school psychologists in transition services are offered as well as a discussion on how involvement in transition services resonates with efforts to redefine the role and function of school psychologists.
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650 4 $a Psychology, Clinical. $3 524864
650 4 $a Education, Special. $3 606639
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790 1 0 $a Bassett, Diane, $e advisor
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792 $a 2004
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