david j. lillenstein, ed.d., ncsp edward m. levinson, ed.d., ncsp christina sylvester, b.a

The Role of the School The Role of the School Psychologist in Transition Psychologist in Transition Planning: A Comparison Planning: A Comparison

Between National and State Between National and State SurveysSurveys

David J. Lillenstein, Ed.D., NCSPDavid J. Lillenstein, Ed.D., NCSPEdward M. Levinson, Ed.D., NCSPEdward M. Levinson, Ed.D., NCSP

Christina Sylvester, B.A.Christina Sylvester, B.A.Erin Brady, B.A.Erin Brady, B.A.

As compared to people without As compared to people without disabilities, people with disabilities, people with

disabilities:disabilities: experience increased unemployment rates experience increased unemployment rates

(National Council on Disability, 2000)(National Council on Disability, 2000)

are more likely to live in poverty are more likely to live in poverty (National Council on Disability, 2000)(National Council on Disability, 2000)

have a higher school dropout rate have a higher school dropout rate (National Center for Learning Disabilities, (National Center for Learning Disabilities, 2002; U.S. Department of Education 2001) 2002; U.S. Department of Education 2001)

But things are improving…But things are improving…

The National Longitudinal Transition Study The National Longitudinal Transition Study (1985-1993) and the National Longitudinal (1985-1993) and the National Longitudinal Transition Study-2 (2000-2009) track the Transition Study-2 (2000-2009) track the experiences of 13 to 16 year olds experiences of 13 to 16 year olds throughout high schoolthroughout high school

Information is collected through telephone Information is collected through telephone interviews, school surveys, student interviews, school surveys, student assessments, and transcripts assessments, and transcripts

data from NLTS-2 show an improvement data from NLTS-2 show an improvement

NLTS vs. NLTS-2NLTS vs. NLTS-2

NLTS (1987)NLTS (1987) 55% of youth with 55% of youth with

disabilities disabilities completed high completed high schoolschool

NLTS-2 (2003)NLTS-2 (2003) 72% of youth with 72% of youth with

disabilities disabilities completed high completed high schoolschool

significant increase significant increase in the percentage of in the percentage of students with students with mental retardation, mental retardation, learning disabilities, learning disabilities, and emotional and emotional disturbances, who disturbances, who completed schoolcompleted school

Why have things improved?Why have things improved?

One reason could be transition planningOne reason could be transition planning

Transition planning helps students adapt Transition planning helps students adapt to life after secondary school in the areas to life after secondary school in the areas of:of:

EmploymentEmployment Independent livingIndependent living Post-secondary education Post-secondary education

Transition PlanningTransition Planning

Transition Plans became a required part of Transition Plans became a required part of the Individualized Education Program in the Individualized Education Program in 19901990

When IDEIA was signed into law, transition When IDEIA was signed into law, transition planning became a requirement by age planning became a requirement by age 16, rather than 14, and is to be more 16, rather than 14, and is to be more results-focusedresults-focused

Transition PlanningTransition Planning

Transition planning is mandated under IDEIA Transition planning is mandated under IDEIA

But…But…

it does not specify who is responsible it does not specify who is responsible

school districts often use special education school districts often use special education teachers teachers

Transition PlanningTransition Planning

Transition planning should use a team Transition planning should use a team

approach (deFur, 1999)approach (deFur, 1999)

each member acts as a representative each member acts as a representative

expands the range of expertise expands the range of expertise

Transition PlanningTransition Planning

The team should be representative of The team should be representative of many disciplines (Wehman et al, 1987)many disciplines (Wehman et al, 1987)

better able to address the needs of better able to address the needs of individuals (Krieg, Brown, & Ballard, individuals (Krieg, Brown, & Ballard, 1995)1995)

participation of therapy-related service participation of therapy-related service providers declines as students enter providers declines as students enter secondary education (USDOE, 1995)secondary education (USDOE, 1995)

School Psychologists and School Psychologists and TransitionTransition

studies have found that more than 90% of studies have found that more than 90% of practicing school psychologists believed practicing school psychologists believed they should be more involved in transition they should be more involved in transition activities (Shepard, 1982)activities (Shepard, 1982)

a more recent national survey of school a more recent national survey of school psychologists found that less than 1% of psychologists found that less than 1% of time was spent in vocational assessment time was spent in vocational assessment (Carey, 1995)(Carey, 1995)

School Psychologists and School Psychologists and TransitionTransition

School psychologists possess many School psychologists possess many transition-related skills in the four NASP transition-related skills in the four NASP categories categories

consultationconsultation psychological and psycho-psychological and psycho-

educational assessmenteducational assessment direct servicesdirect services program planning and evaluation program planning and evaluation

ConsultationConsultation

in-service workshopsin-service workshops

instructional consultantinstructional consultant

Psychological and Psycho-Psychological and Psycho-educational Assessmenteducational Assessment

establish and test interventionsestablish and test interventions

monitor progress monitor progress

evaluate outcomes (Reschly & Ysseldyke, evaluate outcomes (Reschly & Ysseldyke, 1995)1995)

Direct ServicesDirect Services

social skills training programs social skills training programs

behavior management programs behavior management programs

meet with parents and students following meet with parents and students following an assessmentan assessment

Program Planning and Program Planning and EvaluationEvaluation

planning and implementation of program planning and implementation of program evaluation evaluation

assess the effectiveness of interventions assess the effectiveness of interventions

assess extent to which students are assess extent to which students are progressing progressing

Purpose of Staab Study Purpose of Staab Study (1996)(1996)

National survey of school psychologistsNational survey of school psychologists

involvement in transitioninvolvement in transition

importance of involvement in transitionimportance of involvement in transition

barriers to involvement in transitionbarriers to involvement in transition

Purpose of this Study Purpose of this Study

involvement of school psychologists in involvement of school psychologists in transition planning in Pennsylvania transition planning in Pennsylvania

importance of involvementimportance of involvement

barriers impacting involvementbarriers impacting involvement

comparison between national (Staab, comparison between national (Staab, 1996) and Pennsylvania samples1996) and Pennsylvania samples

MethodsMethods

adaptation of Staab’s (1996) surveyadaptation of Staab’s (1996) survey

demographic informationdemographic information

tasks from each of the NASP categories tasks from each of the NASP categories taskstasks

list of potential barrierslist of potential barriers

MethodsMethods

survey was sent to 450 school psychologistssurvey was sent to 450 school psychologists

follow-up was sent after 14 and 30 daysfollow-up was sent after 14 and 30 days

150 school psychologists returned the 150 school psychologists returned the surveysurvey

Demographic InformationDemographic Information

StudyStudy 150 school 150 school

psychologistspsychologists 38.4% male 38.4% male 61.6% female 61.6% female mean number of mean number of

years of experience years of experience is 16.8is 16.8

mean age - 44.6 mean age - 44.6 yearsyears

Pennsylvania Pennsylvania 950 school 950 school

psychologists (PDE, psychologists (PDE, 1999)1999)

38% male 38% male 62% female62% female mean number of mean number of

years of experience is years of experience is 15.615.6

Demographic information Demographic information cont.cont.

8.1% urban 8.1% urban 48.8% suburban48.8% suburban 43.1% rural 43.1% rural

35.8% Western Pennsylvania35.8% Western Pennsylvania 39% Central Pennsylvania39% Central Pennsylvania 25.2% Eastern Pennsylvania 25.2% Eastern Pennsylvania

Preparation to participate Preparation to participate Transition PlanningTransition Planning

National (Staab, National (Staab, 1996)1996)

Needed more Needed more informationinformation

- 50%- 50% Adequately PreparedAdequately Prepared

- 33%- 33%

PennsylvaniaPennsylvania Not prepared Not prepared

- 9.6%- 9.6% Needed more information Needed more information

- 54.4%- 54.4% Adequately preparedAdequately prepared

- 25.6%- 25.6% Well preparedWell prepared

- 10.4%- 10.4%

TrainingTraining

53.6% received training through in-service 53.6% received training through in-service workshopsworkshops

.8 % received their training through a .8 % received their training through a graduate program in “transition”graduate program in “transition”

Involvement vs. ImportanceInvolvement vs. Importance

Independent samples t-tests compared Independent samples t-tests compared involvement and perceived importanceinvolvement and perceived importance

Bonferroni procedure was used to maintain Bonferroni procedure was used to maintain a family wise error rate of .05 (Rosenthal & a family wise error rate of .05 (Rosenthal & Rosnow, 1991, p. 329)Rosnow, 1991, p. 329)

Importance was greater than involvement Importance was greater than involvement for all tasks (p < .0001)for all tasks (p < .0001)

InvolvementInvolvement

Independent samples t-tests compared Independent samples t-tests compared national and state samples on involvementnational and state samples on involvement

Bonferroni procedure was used to maintain Bonferroni procedure was used to maintain a family wise error rate of .05 (Rosenthal & a family wise error rate of .05 (Rosenthal & Rosnow, 1991, p. 329)Rosnow, 1991, p. 329)

Significant differences were identified in Significant differences were identified in each of the four categorieseach of the four categories

ConsultationConsultation

similar level of involvement between similar level of involvement between national and state sample on national and state sample on 70%70% of tasks of tasks

nationalnational sample reported greater sample reported greater involvement in:involvement in: consultation to develop consultation to develop

self-advocacy/self-determinationself-advocacy/self-determination coordination of assessments to avoid coordination of assessments to avoid

duplicationduplication participation in local Transition Councilparticipation in local Transition Council

Psychological and Psycho-Psychological and Psycho-educational Assessmenteducational Assessment

similar level of involvement between national and similar level of involvement between national and state sample on state sample on 67%67% of tasks of tasks

nationalnational sample reported greater involvement in: sample reported greater involvement in:

interviewing students on interests/preferences interviewing students on interests/preferences for future planningfor future planning

explaining test results to students to explaining test results to students to understand strengths/needsunderstand strengths/needs

Direct ServicesDirect Services

similar level of involvement between national and similar level of involvement between national and state sample on state sample on 67%67% of tasks of tasks

nationalnational sample reported greater involvement in: sample reported greater involvement in:

providing student training on providing student training on interpersonal/social skillsinterpersonal/social skills

identifying “at-risk” students and initiating identifying “at-risk” students and initiating transition planningtransition planning

Program Planning and Program Planning and EvaluationEvaluation

similar level of involvement between similar level of involvement between national and state sample on national and state sample on 89%89% of tasks of tasks

nationalnational sample reported greater sample reported greater involvement in:involvement in:

developing social skills training developing social skills training programs for studentsprograms for students

ImportanceImportance

Independent samples t-tests compared Independent samples t-tests compared national and state samples on importancenational and state samples on importance

Bonferroni procedure was used to Bonferroni procedure was used to maintain a family wise error rate of .05 maintain a family wise error rate of .05 (Rosenthal & Rosnow, 1991, p. 329)(Rosenthal & Rosnow, 1991, p. 329)

Significant differences were identified in Significant differences were identified in the the ConsultationConsultation and and Direct ServicesDirect Services categoriescategories

ConsultationConsultation

similar level of importance between similar level of importance between national and state sample on national and state sample on 90%90% of tasks of tasks

nationalnational sample reported greater sample reported greater importance of:importance of:

providing student training on providing student training on interpersonal/social skillsinterpersonal/social skills

Direct ServicesDirect Services

similar level of importance between national similar level of importance between national and state sample on and state sample on 57%57% of tasks of tasks

nationalnational sample reported greater importance sample reported greater importance of:of:

attending secondary IEPs where transition attending secondary IEPs where transition is discussedis discussed

providing student training on providing student training on interpersonal/social skillsinterpersonal/social skills

Current Involvement vs. Current Involvement vs. Perceived Importance of Perceived Importance of

InvolvementInvolvement differences between perceived importance differences between perceived importance

and current involvement in transition and current involvement in transition activities were compared for the two samplesactivities were compared for the two samples

for each item, the involvement rating was for each item, the involvement rating was subtracted from the importance rating and subtracted from the importance rating and these scores were compared between these scores were compared between samples samples

Bonferroni procedure was used to maintain a Bonferroni procedure was used to maintain a family wise error rate of .05 (Rosenthal & family wise error rate of .05 (Rosenthal & Rosnow, 1991, p. 329)Rosnow, 1991, p. 329)

ConsultationConsultation

similar level between national and state similar level between national and state samples on samples on 90%90% of tasks of tasks

larger difference for larger difference for statestate than national than national for:for:

consulting to develop self-advocacy/self-consulting to develop self-advocacy/self-determinationdetermination

Psychological and Psycho-Psychological and Psycho-educational Assessmenteducational Assessment

similar level between national and state similar level between national and state sample on sample on 83%83% of tasks of tasks

larger difference for larger difference for statestate than national than national for:for:

explaining test results to students to explaining test results to students to understand strengths/needsunderstand strengths/needs

Direct ServicesDirect Services

similar level between national and state similar level between national and state sample on sample on 71%71% of tasks of tasks

larger difference for larger difference for statestate than national for: than national for:

attending secondary IEPs where transition attending secondary IEPs where transition is discussedis discussed

identifying “at-risk” students and identifying “at-risk” students and initiating transition planninginitiating transition planning

Barriers to transition Barriers to transition involvementinvolvement

a z-test compared the responses from a z-test compared the responses from participants in the national and state participants in the national and state samplessamples

percentage of school psychologists listing percentage of school psychologists listing each barrier was computedeach barrier was computed

percentages were compared between percentages were compared between groupsgroups

BarriersBarriers

no significant differences between the two no significant differences between the two samples on the ratings of 63% of the barrierssamples on the ratings of 63% of the barriers

transition is not part of job description transition is not part of job description lack of interest in transition activities lack of interest in transition activities lack of training in transition lack of training in transition high caseload high caseload number of buildings served number of buildings served

BarriersBarriers

significant difference between samples for the significant difference between samples for the barriers:barriers:

referral backlog referral backlog PA PA 71.2 %71.2 % NationalNational 56.8 %56.8 %

little secondary work little secondary work PAPA 17.6 %17.6 % NationalNational 40.6%40.6%

role restrictions role restrictions PAPA 36.8 %36.8 % NationalNational 58.6 %58.6 %

DiscussionDiscussion

many similarities in the perceptions of the many similarities in the perceptions of the role of school psychologists in transition role of school psychologists in transition planningplanning

similar involvement, perceived importance of similar involvement, perceived importance of involvement, and differences between involvement, and differences between involvement and importanceinvolvement and importance

both indicated the need for additional training both indicated the need for additional training

Differences in InvolvementDifferences in Involvement The school psychologists in the The school psychologists in the nationalnational sample sample

reported greater reported greater involvementinvolvement than the state than the state sample on several tasks: sample on several tasks:

consulting to develop self-advocacy/self-determination consulting to develop self-advocacy/self-determination coordinating assessments to avoid duplicationcoordinating assessments to avoid duplication participating in the local transition council participating in the local transition council interviewing students on interests/preferences for future interviewing students on interests/preferences for future

planningplanning explaining test results to students to understand explaining test results to students to understand

strengths/needs strengths/needs providing student training on interpersonal/social skillsproviding student training on interpersonal/social skills identifying “at-risk” students and initiating transition planning identifying “at-risk” students and initiating transition planning developing social skills training programs for studentsdeveloping social skills training programs for students

Importance vs. InvolvementImportance vs. Involvement

both samples reported greater importance both samples reported greater importance than involvementthan involvement

this is consistent with existing literature this is consistent with existing literature (Levinson, 1990; Reschly & Wilson, 1995; (Levinson, 1990; Reschly & Wilson, 1995; Staab, 1996)Staab, 1996)

Differences in ImportanceDifferences in Importance

NationalNational sample reported greater importance sample reported greater importance than state sample on several tasksthan state sample on several tasks

participating in the local Transition Council participating in the local Transition Council attending secondary IEPs where transition is attending secondary IEPs where transition is

discussed discussed providing student training on interpersonal/social providing student training on interpersonal/social

skills skills identifying “at-risk” students identifying “at-risk” students

Differences between Differences between Involvement and Importance Involvement and Importance

StateState sample reported larger differences than sample reported larger differences than national sample on several tasks national sample on several tasks

consulting to develop self-advocacy/self-consulting to develop self-advocacy/self-determination determination

explaining test results to students explaining test results to students attending IEPs where transition is discussed attending IEPs where transition is discussed identifying “at-risk” students identifying “at-risk” students

Differences between Differences between Involvement and Importance Involvement and Importance

cont.cont. differences on the tasks, consulting to differences on the tasks, consulting to

develop self-advocacy/self-determination, develop self-advocacy/self-determination, and explaining test results to students, are and explaining test results to students, are attributable to greater involvement in attributable to greater involvement in these tasks by school psychologists in the these tasks by school psychologists in the national samplenational sample

Differences between Differences between Involvement and Importance Involvement and Importance

cont.cont. differences between groups on attending differences between groups on attending

IEPs where transition is discussed, and IEPs where transition is discussed, and identifying “at-risk” students, are identifying “at-risk” students, are attributable to differences in involvementattributable to differences in involvement

BarriersBarriers

A larger percentage of participants in the A larger percentage of participants in the national study perceived “little secondary national study perceived “little secondary work” and “role restrictions” as barrierswork” and “role restrictions” as barriers

A larger percentage of participants in A larger percentage of participants in

Pennsylvania reported “referral backlog” Pennsylvania reported “referral backlog” to be a barrierto be a barrier

Reasons for DifferencesReasons for Differences

several factors may explain these several factors may explain these differencesdifferences

50% of national sample respondents 50% of national sample respondents

worked at the secondary levelworked at the secondary level

20% of the Pennsylvania respondents 20% of the Pennsylvania respondents worked at the secondary levelworked at the secondary level

Reasons for DifferencesReasons for Differences

89.6% of the Pennsylvania sample 89.6% of the Pennsylvania sample reported that “assessment” was their reported that “assessment” was their primary roleprimary role

previous studies have suggested that previous studies have suggested that school psychologists nationally spend 50% school psychologists nationally spend 50% of their time in “assessment-type” of their time in “assessment-type” activities (Benson & Hughes, 1985; Goh et activities (Benson & Hughes, 1985; Goh et al., 1981; Gutkin & Conoley, 1990; Hutton al., 1981; Gutkin & Conoley, 1990; Hutton et al., 1992; Reschly & Wilson, 1995) et al., 1992; Reschly & Wilson, 1995)

Reasons for DifferencesReasons for Differences

differences may also be attributable to the differences may also be attributable to the presence or absence of a "transition presence or absence of a "transition coordinator"coordinator"

Limitations of the PA StudyLimitations of the PA Study

response rateresponse rate 28.3% of the surveys were returned28.3% of the surveys were returned

survey structuresurvey structure 4-point Likert scale4-point Likert scale

ImplicationsImplications

results from national studies may not be results from national studies may not be indicative of trends in individual statesindicative of trends in individual states

school psychologists need more transition-school psychologists need more transition-related trainingrelated training

Training programs and workshopsTraining programs and workshops Ulmer, 2004Ulmer, 2004

Areas for Additional Areas for Additional ResearchResearch

the role of the school psychologist in the role of the school psychologist in individual statesindividual states

further examination of barriersfurther examination of barriers

review the curriculum content of NASP-review the curriculum content of NASP-accredited programs as it relates to accredited programs as it relates to transitiontransition

ReferencesReferences

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ContactsContacts Dr. David J. Lillenstein, NCSPDr. David J. Lillenstein, NCSP

Director of Psychological ServicesDirector of Psychological ServicesDerry Township School District, Hershey, PADerry Township School District, Hershey, PAdlillenstein@hershey.k12.pa.usdlillenstein@hershey.k12.pa.us(717) 531-2277 x5436(717) 531-2277 x5436

Dr. Edward M. Levinson, NCSPDr. Edward M. Levinson, NCSPProfessor – Educational & School PsychologyProfessor – Educational & School PsychologyIndiana University of PA Indiana University of PA emlevins@iup.eduemlevins@iup.edu(724) 357-3786(724) 357-3786

Erin BradyErin BradyGraduate Student – School PsychologyGraduate Student – School PsychologyIUPIUPe.e.brady@iup.edue.e.brady@iup.edu(724) 357-2316(724) 357-2316

Christina SylvesterChristina SylvesterGraduate Student – School PsychologyGraduate Student – School PsychologyIUPIUPc.a.sylvester@iup.educ.a.sylvester@iup.edu(724) 357-2316(724) 357-2316