Abstract
This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and professional/training issues. The use of and preference for curriculum-based assessment strongly characterized psychologists more favorably disposed toward reform. Reform-minded psychologists included administrators and trainers as well as practitioners who receive relatively few new referrals per year. However, psychologists who conducted few evaluations appeared to do more counseling than consultation or classroom intervention. Discussion focuses on understanding psychologists' conceptualization of their current role and on identifying the characteristics and activities of the more reform-minded. © 1996 John Wiley & Sons, Inc.
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