Creative Commons License
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Date of Graduation
Summer 2019
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tiffany Hornsby
Tammy Gilligan
Deborah Kipps-Vaughan
Abstract
The present study investigated the current practices and perceptions in the field of early childhood assessment. There appears to be a disconnect between what is required by law, what is recommended as best practice, and what school psychologists are doing in the field. The results of the present study revealed the most influential tool in determining special education eligibility was the child’s score on a standardized assessment. Participants also reported conventional assessments as the most frequently used technique. However, when asked their opinions on how valid assessments tools are in reflecting a child’s true ability, less than half reported they somewhat agree that conventional assessments truly reflect a preschool age child’s ability. Results of the present study also revealed a wide range of training experiences in preschool assessment. No statistically significant relationship was found between participants’ training experiences and their current practices. Additionally, no statistically significant relationship was found between participants’ graduation date and their current practices. Implications for practice and future research are discussed.
Recommended Citation
Stout, Sarah, "Current practices and opinions of school psychologists: Early childhood psychological assessment" (2019). Educational Specialist, 2009-2019. 147.
https://commons.lib.jmu.edu/edspec201019/147
