Abstract
A result of the enactment of Public Law 94–142 has been that special service providers in public schools (e.g., psychologists, social workers) must increase the amount of professional time spent in planning and evaluating Individualized Education Programs (IEP's). The need to expand the range of professional functioning to include areas other than assessment and direct service has created difficulties for service providers in managing the productive use of their professional time. In this paper, a time management training program is described that can be used by public school special service providers when the task is seen as one of allocation of adequate amounts of time to IEP planning and evaluation. Also, information is presented from a formative evaluation of the application of the approach in a public school district.
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