The job of a school psychologist involves working with students, teachers and parents. These psychologists work towards promoting academic, emotional and behavioral accomplishments. Besides being a fulfilling career option for those interested in the field of education, the job market is also quite strong for school psychologists. These professionals are specially trained to address a wide range of issues concerning students. While working as school psychologists, candidates are not necessary required to teach students. They use the skills to evaluate students’ psychology so as to promote the latter’s academic and learning capabilities.
Job Description
Professionals trained in school psychology can either work with students individually or in groups. They also work in close contact with the school personnel and parents. While working at schools, professionals provide training to school teachers in areas like behavioral management, referral processes, ADHD etc. Being highly skilled in special education, these psychologists also provide interventions (both individual and group) and counseling. One major job responsibility of these professionals is to assess and evaluate the special education eligibility process. In addition, they examine the effectiveness of academic programs, treatment interventions and classroom agendas among others.
Whether it is clinical psychology or educational psychology, school psychologists are quite well versed in both. Using these expert skills, professionals make personality assessment of students to collect data concerning the students’ emotional and behavioral functioning. Collaboration with teachers and students’ parents is an essential part of the whole assessment process. In order to completely comprehend a student’s functioning, teachers’ and parents’ perspectives play a vital role. Many times, it may happen that a student’s disability interferes with their ability to learn. School psychologists, therefore, develop a multidisciplinary team to determine the same.
Education & Degrees Required to Become School Psychologists
Candidates aspiring to become school psychologists need to obtain a three year post bachelor’s degree (typical a specialist degree in school psychology). If you want to acquire higher ranking job positions, supervisory jobs or superior academic positions, a doctoral degree is required. In addition to obtaining the education degree, candidates also require licensing/ certification by the state where they are willing to work. Before getting enrolled in a degree program, students should make sure that the program or training has necessary accreditations and approvals.
Employment Opportunities
Most of the school psychology jobs are obtained at public schools. However, career opportunities for professionals are immense. They can also land jobs at private school systems, universities, clinics, hospitals etc. The occupation also provides professionals the flexibility of getting involved in private practice. For private practice, a doctoral degree is essential.
Professional Organization for School Psychologists
National Association of School Psychologists (NASP)
American Psychological Association (APA)
Smart Specialty
If you are able to land Director of Programs jobs, you will definitely have one of the most rewarding careers. The job position is one of the most satisfying and highly paid jobs in the field of education and training.
Annual Salary
School psychologists earn an annual salary ranging between $53,700 and $80,100. Salary will depend on where you join and what job position you land. The median annual salary for those who have eight years of experience in this education field or more is $60,700.
By: James Tomerson
Posts Tagged ‘School Psychologist’
School Psychologists Career Profile
March 1st, 2010Educational Evaluation For Special Education Student With Autism
November 25th, 2009
All students in special education are required by law to have a complete evaluation every three years to determine eligibility for special education services. The following case study is about a student named “Adam”. Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study includes details of Adam’s three-year educational evaluation.
The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.
The school psychologist observed Adam on several occasions before administering the psycho-educational profile revised (PEP-R). The PEP-R covers a variety of developmental areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R consists of a set of toys and learning materials that were presented to Adam within structured play activities. The psychologist recorded Adam’s responses to the test. His scores were then distributed among seven developmental and four behavioral areas. The resulting profile revealed Adam’s strengths and weaknesses in the different areas of development and behavior.
Adam’s portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and prompt levels on Adam’s tasks and goals/benchmarks. His parents signed and returned the daily reports and became part of his portfolio. The daily reports were used to assist in the assessment of Adam.
The school psychologist also conducted the functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were behaviors his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on the behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of the undesired behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written.
The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that his hearing appeared to be normal. Adam’s parents reported no problems with his vision and hearing. The speech therapist, who worked with him over the past year, also assessed him.
Other tests that can be used to diagnose and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments that have been specifically designed to assess children with autism. Furthermore, these tests rely on either historical information about the child’s behavior (usually provided by a parent), direct observation of the child by a professional or a combination of these methods.
Adam’s assessment for his 3-year evaluation was extensive and comprehensive. This assessment gave the team information on Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and will provide services for Adam. The functional analysis concluded that Adam’s undesired behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were needed. Although Adam’s assessment was extensive and required hard work for the IEP team, valuable information was provided that assisted the team in making recommendations for Adam’s education. The assessment also revealed that Adam was making great progress in his special day class setting.
By: Vivek Chaturvedi
The Abc’s Of Special Education
November 14th, 2009
Do Know Your Rights? If Not An Attorney Can Help!
When a child is born with or s stricken with a developmental develops a disability, the Department of Health and Senior Services is legally responsible for making available in-home services at little to no cost to the family. This is called the Early Intervention Program. Some of the services available include, visiting nurses, speech therapists, physical therapists, developmental therapists and occupational therapists.
Once your child turns three-years-old, Federal Law requires under the Individuals with Disabilities Education Act (IDEA) that a preschool child with a disability be provided with “a free and appropriate public education and services in the least restrictive environment.” A child with disabilities could be something as minor as a speech delay or as serious as Autism, Downs Syndrome or Cerebral Palsy.
In many non-English speaking communities, word does not get out that these services exist. Too often parents learn after the fact that the school district is required to provide preschool disabled children with education and other services.
If you think your preschooler might qualify for services, to initiate the process you need to make a written request for an evaluation to your local school district. Preferably this should be done 120 days before your child’s third birthday. Once your school district receives your request a Child Study Team must schedule a meeting with you. A Child Study Team is a crucial component of any special education program. This team consists of a speech-language specialist, a school psychologist, a learning disabilities teacher consultant, and a school social worker. These specialists are selected and paid by your school district. This meeting determines whether an evaluation is warranted. It is your legal right to have any referral considered. The law allows you to have an attorney with you, if you wish, to ensure that your voice is heard and you are fully aware of your options.
If the Child Study Team believes an evaluation is warranted, an evaluation plan will be formalized. An evaluation of your child must include, one structured observation, an interview with you and your child’s teacher if they are in preschool, a review of interventions documented by professionals who worked with your child. The Child Study Team will make independent social, educational, psychological, vision and hearing and speech language assessments.
When the evaluation is completed you will attend an eligibility meeting to discuss the results. If your child is found to be “disabled” under the, law he or she will be eligible for free special education and related services. In Monmouth County each town has their own public special education preschool program and many provide free transportation. If you disagree with the evaluations provided by the school you have a right to request a new or independent evaluation at the school’s expense. If your child is determined to not be eligible for the school you have a right to appeal the decision. An attorney experienced in education and special education law can be extremely beneficial in advocating your appeal of the school’s decision and helping you to secure special education services for your child.
The Individualized Education Program (IEP) is the road map to your child’s education. It is the written plan to address your child’s special needs and abilities. The IEP should give you a voice in your child’s education. Ideally, parents and professionals work together to develop an individualized program that benefits your child and are supposed to be equal partners throughout the evaluation and IEP Process. Unfortunately, parents concerns and requests are sometimes overlooked or ignored due to budgetary constraints, high case loads, and stagnated bureaucracy. Too often parents are not informed of their rights and available tools such as assistive technology, extended school year programs, and positive behavioral supports to help their children reach full potential.
An attorney well versed in education law can advise and advocate on your child’s behalf. Don’t let a child study team tell you that they know their program and they know what your child needs. You as a parent are the expert regarding your child. If you disagree with your child’s program and / or IEP, the law provides you with valuable rights and powerful mechanisms to make sure your child receives all the special services he or she is entitled. You are permitted to bring an attorney to the IEP meeting to help advocate your position and if necessary appeal any decisions made by the school. As parents you are guaranteed a voice in determining the appropriate program for your child. If necessary an attorney can help you be heard.
This article is intended to provide general advice only. It is not intended to take the place of a consultation with an experienced attorney.
By: Nicole Sonnenblick
