Practicing school psychologists: Their characteristics, activities, and populations served.

Administered the National School Psychology Questionnaire, which was developed for the present study, to a nationwide, random sample of 877 school psychologists. The measure was designed to assess demographic characteristics, actual and desired activities, and actual and desired amount of time spent with various student groups. Results indicate that the majority of time was spent in assessment (54%), followed by intervention (23%), consultation (19%), and research (1%). A reduction in assessment and increases in intervention, consultation, and research were desired. Ss devoted 84% of their time to exceptional students, whereas they wanted to spend more time with the general school population and less time with learning disabled and mentally retarded students. A regional analysis indicated a more clinical approach to school psychology in the northeastern US and a more assessment-oriented approach in the Southeast. Ss in schools with a student ratio of less than 1:1,500 devoted more time to intervention and less time to assessment than did Ss in schools where the student-to-psychologist ratio was higher. It is noted that, despite the documented desire by school psychologists to alter their roles and functions, few changes in recent practices have occurred. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)