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.
Recommended Citation
Bell, V.(2021). School Psychologists’ Involvement in Transition Programming. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6627