Date of Award
Fall 2021
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Kathleen Marshall
Abstract
This study examined the extent school psychologists reported pre-service training programs addressed involvement in transition programming (e.g., planning, monitoring, and evaluation); their involvement in it; their desire to be involved in transition; possible factors influencing school psychologists’ involvement in it; and if pre-service and professional training in transition affects school psychologists’ involvement and perceptions of their role in the process. Four hundred-fifteen respondents completed and anonymous, online survey. Results indicated participants had not received pre-service training or professional development related to transition; they were rarely or never involved in transition at the elementary, middle, and/or high school levels, although they indicated it was important to be; and caseload size, current responsibilities, transition programming not being a part of their job descriptions, and current work setting had the greatest influence on their involvement in transition. The implications for both practice and research are discussed.
Rights
© 2021, Valerie Bell
Recommended Citation
Bell, V.(2021). School Psychologists’ Involvement in Transition Programming. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6627
