Abstract: . . .  Currently, the focus of program revisions centers around increased knowledge and skills related to family systems and home-school collaboration, emerging roles that were among performance objectives in the current surveys. Page 11 11 The vast majority of employers rated program graduates as above average and excellent in the knowledge, skills, and dispositions they bring to the profession of school psychology . Consistently high ratings were obtained across all six major knowledge and skill domains (Child . . .
. . .  of abilities. Page 12 12 References Curtis, M.J., Hunley, S.A., Walker, K.J. & Baker, A.C. (1999). Demographic characteristics and professional practice in School psychology . School Psychology Review, 28 , 104-116. Reschly, D.J. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29 , 507-524.  . . .
. . .  Gallaudet. Weaknesses that were cited in areas FBA, behavior management, and working with other exceptionalities, have already been addressed at the program level through new course development and revisions of existing courses. Since 54.7% of the 84 alumni respondents graduated prior to1990 (when the program moved from a Masters-plus CAGS to a 72-semester hour Specialist Degree program), a segment of the respondents citing those weaknesses likely exited the program before those curriculum revisions . . .
. . .  performance objectives in the current surveys. Page 11 11 The vast majority of employers rated program graduates as above average and excellent in the knowledge, skills, and dispositions they bring to the profession of school psychology . Consistently high ratings were obtained across all six major knowledge and skill domains (Child Study, Specific Assessment, Behavioral Approaches, Counseling and Consultation, In-service and Outreach, and Procedures and Standards) and on all items related to personal dispositions. . . .
. . .  of Alumni Practitioners’ Knowledge and Skills . . . 7 Employer Ratings of Personal Dispositions of Alumni Practitioners . . 9 Discussion and Future Directions . . . . . . . . 10 References . . . . . . . . . . . 11 Page 4 4 Employer and Alumni Ratings Linking Performance -Based Assessment to School Psychology Training School Psychology Program December 2001 The School Psychology at Gallaudet University has been accredited through the National Association of School Psychologists (NASP) since initiating . . .
. . .  domains (Child Study, Specific Assessment, Behavioral Approaches, Counseling and Consultation, In-service and Outreach, and Procedures and Standards) and on all items related to personal dispositions. Although program graduates are trained to use newer assessment systems (e.g., UNIT, CAS, CBM) and tests developed specifically for deaf and hard of hearing students (e.g., Meadow- Kendall and CID), most employment settings offered no opportunity for observation of these skills. Graduates and current students . . .
--3000,6,250,3325,24137