Abstract
The profession of school psychology has evidenced increasing interest in developing more effective assessment and intervention practices with families in the school setting. Despite increased interest by school psychologists in family assessment and intervention, there are few data pertaining to the type and extent of family-oriented practices, school psychologists' perceived competence in these practices, and the need for and influence of training on these practices. This article describes a national survey of members of the National Association of School Psychologists (N = 115) which was conducted to assess the current family assessment and intervention practices of school psychology practitioners. Results indicated that perceived competence and level of family training are increasing among school psychologists. Despite these trends, current school psychology assessment and intervention practices continue to reflect a focus on the individual child.
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