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    SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS

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    SinaiBental_temple_0225E_10783.pdf
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    Genre
    Thesis/Dissertation
    Date
    2011
    Author
    Sinai-Bental, Chen
    Advisor
    Rotheram-Fuller, Erin
    Committee member
    Fiorello, Catherine A.
    DuCette, Joseph P.
    Farley, Frank
    Soundy, Cathleen S.
    Department
    School Psychology
    Subject
    Education, Early Childhood
    Psychology
    Education, Special
    Assessment
    Developmental Delay
    Early Childhood
    Educational Placement
    Preschool Special Education
    School Psychology
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2393
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2375
    Abstract
    In comparison to school age special education practices, preschool special education practices have received far less attention in the research community. Each year in the United States, over 250,000 preschool age children are determined to exhibit developmental delay. It is unknown how many of them exhibit developmental delay in the area of social emotional functioning and what is the educational placement in which they received special education services. In this study, a national sample of school psychologists (n=119) who practice in early childhood settings was surveyed with regard to their assessment and educational placement practices. Results indicated that more school psychologists chose the regular education setting as opposed to separate classroom for placement of children with social and developmental delays. However, when placement options were grouped by settings it became evident that overall more preschoolers with social and emotional delays receive services in non-inclusive settings. Assessment factors as opposed to program factors were most influential on placement decisions. Observation in the educational setting was found to be the primary assessment tool in both assessment of social emotional competencies and in contributing to placement decisions. School psychologists reported annual monitoring of placement decisions and no correlation between the frequency of monitoring and the psychologists' perceived quality and efficacy of programming was found. Possible explanations and the associated implications of the study's findings are discussed.
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