ABSTRACT Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.

中文翻译：

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学校心理学家在幼儿期的作用是否正在真正扩大？一项全国调查，调查学校心理学家的做法和培训经验

摘要从历史上看，根据《残疾人教育法》 B部分的规定，学校心理学家在幼儿期的作用仅限于识别和评估可能需要特殊教育服务的儿童。有人建议，这一作用应反映出更积极的模式；具体来说，它应该继续扩大，包括参与所有学生的入学准备和早期干预。这项研究的目的是检查学校心理学家在幼儿环境中的当前作用，并调查提供给学校心理学研究生的研究生水平的培训。调查结果发现，很大比例的学校心理学家从业人员继续将其大部分时间用于完成特殊教育评估。此外，受访者报告说，在幼儿期人口领域中，研究生培训的程度最低至中等。讨论了对学校心理学从业人员和学校心理学研究生培训计划的影响。