1. Welcome

2. Perception of Competencies of Culminating School Psychologists
Presented at the
International Enhancement Themes Conference
Glasgow, Scotland
June
Dr. Linda Smedley
Dr. Diana Wheeler
National University

3. Introduction
Surveyed culminating candidates in school psychology training program
Part of a more complex study
Importance of perceived competencies in relation to university curriculum

4. Methods Study spanned 4 years (2008-2012)
96 culminating school psychologists surveyed
6 campuses across the state of California
Survey questions based on NASP domains
50% focused on traditional activities
50% focused on nontraditional activities
Likert Scale of 1-4 (“1” very high, “4” very low)

5. School Psychology Student Survey
NU Campus__________________Course____________Gender______ Age_____
Undergraduate degree: ________________________________________________
Graduate degree earned: _________________________________________________
Credential/License: __________________________________________________
Current occupation __________________________________________________
Please rate your perception of your competence for each activity listed below.
Competency Ratings:
1 = very high = somewhat high 3 = somewhat low 4 = very low
Question
Competency
PED 685 only
1. Participate in assessment of individual students
2. Provide consultation with teachers and staff regarding mental health issues
3. Develop and implement academic interventions, including IEPs
4. Develop and implement behavioral interventions
5. Assist administrators in developing school policies and practices
6. Provide and/or contribute to prevention or intervention programs
7. Promote and provide collaboration with families and others in the community
8. Participate in evaluation of site/district programs
9. Participate in professional development activities
10. Access, analyze, and utilize information sources from cutting-edge technology

6. Descriptor of NASP Domain
Self Perception of School Psychology Culminating Candidate Competencies
Domain
Mean Score
Roles*
Descriptor of NASP Domain 1
3.30 T
Participate in assessment of individual students 3
3.11
Develop and implement academic interventions, including IEPs 2
2.92
Provide consultation with teachers and staff regarding mental health issues 7
2.91
Promote and provide collaboration with families and others in the community 4
2.87
Develop and implement behavioral interventions 9 N
Participate in professional development activities 6
2.81
Provide and/or contribute to prevention or intervention programs 10
2.77
Access, analyze, and utilize information sources from cutting-edge technology 8
2.32
Participate in evaluation of site/district programs 5
2.29
Assist administrators in developing school policies and practices
*”T” represents traditional roles “N” represents nontraditional roles

7. Conclusions
Culminating students continue to find confidence in traditional tasks
Traditional tasks: assessments, consultation, IEP’s
Nontraditional tasks: professional development, intervention programs, school policies
Nontraditional (leadership) activities will expand skills and marketability