Abstract
Reviews school psychologists' services in special education programs. Fifty-eight credentialed school psychologists in 10 school districts were interviewed individually about background and training, professional duties, favored clinical techniques, and opinions and recommendations for improved services. According to self-reports, the bulk of time was devoted to activities directly related to assessment of pupils with little involvement in research, in-service training, or other clinical activities. Professional association memberships were primarily local. Assessment techniques tended to be limited to a few standardized tests. Overall findings support sample psychologists' expressed concerns as to need for changes in preservice and in-service training.
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