Comparison Between Rural and Urban School Psychologists' Actual and Preferred Roles : Examining the Reasons for Change

Abstract

Wisconsin public schools are attempting to make a December 1, 2013, deadline for implementing a response to intervention system for identifying specific learning disability mandated by the Wisconsin Department of Public Instruction (DPI). This mandate is dramatically changing the face of Wisconsin schools and school psychologists' roles are evolving regardless of school setting (rural, urban, or suburban. This study 1. attempted to examine the amount of time Wisconsin school psychologists spend in seven roles associated with school psychology and the amount of time the practitioners believe they should be spending in those roles; 2. compared the amount of time spent in each role across school settings (rural, urban, and suburban); 3. was the first to attempt to identify the reasons for practitioners beliefs that the amount of time spent in their roles should increase or decrease, and 4. compared job satisfaction ratings across school settings.