The Frequency and Competency of Executive Functions Assessment and Intervention Among Practicing School Psychologists

摘要: This study surveyed school psychologists (N = 167) primarily from six different states about their perceptions, knowledge, frequency, and application of executive functions assessment interventions. The purpose this was to explore psychologists’ practices in Results the indicated that vary knowledge functions, but majority them do not include intervention deficits regular practice. However, tended report more frequently when presented with specific disability classifications (e.g. autism, learning disability, etc.). In addition, most did rate as important or relevant psychoeducational evaluations. Findings also were consistent previous studies indicating use neuropsychological measures (such NEPSY) evaluations receive adequate training principals during graduate school. When applying real-world situations, reported using a variety strategies children who demonstrated function deficits. Finally, results likely assess if they Nationally Certified School Psychologists (NCSPs), had 11 15 years experience psychologist, achieve doctorate degree, and/or practiced state Massachusetts. Based on these findings, recommendations made increased training, support, legislation regard neuropsychology.