Abstract
Detailed logs of the daily activities of school psychology interns indicate that their roles are changing from traditional services towards prevention/ intervention service delivery. Training programs must prepare students for this role and address the needs of the broader educational community as it responds to legislative initiatives such as Response-to-Intervention (RTI). Conversations about the state of the field and the changing role of the school psychologist are no longer philosophical discussions. Changes in the law (IDEIA, 2004) regarding identification and remediation of learning disabilities and legislative initiatives such as Response to Intervention (RtI) mandate a change in the way schools serve students (United States Department of Education, 2003; 2004). According to Fagan (2008), The conceptualization and practice of assessment has broadened … as a result of legislation and shifting problem solving approaches… Although some aspects of role and function have persisted, the field has undergone considerable change… The extent of internal and external regulation of practice is among the most salient changes since the 1970’s (pp.2069-2085). These mandates require that schools adopt a new approach to educating students, one based on research and proven practice. As each state rolls out its regulations, schools are struggling with the question of how to meet the demands of this new legislation. Local and national associations suggest that the school psychologists can be catalysts in the change towards this new system of research-based education. Literature in the field also indicates change in the role of school psychologists (Bradley-Johnson & Dean, 2000). The skills of the school psychologist are well-suited to helping schools move towards data-driven educational practice, but little data exist on whether this change is occurring. Are school psychologists continuing to follow traditional test-and- place roles within special education? Or are they engaging in activities that call for indirect roles such as consultation, research, and program design? Data collected from school psychology interns over the last four years provide a framework through which we can examine the districts that are changing their practices and beginning to
