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dc.contributor.advisorStrein, William Oen_US
dc.contributor.authorHughes, Kevin Aen_US
dc.date.accessioned2015-02-06T06:37:26Z
dc.date.available2015-02-06T06:37:26Z
dc.date.issued2014en_US
dc.identifierhttps://doi.org/10.13016/M29K7Z
dc.identifier.urihttp://hdl.handle.net/1903/16166
dc.description.abstractIn 2010, Maryland passed a law that required parents to have access to all relevant documents at least five business days in advance of an Individualized Education Program (IEP) meeting. This study, a follow-up to a 2011 survey, was conducted to determine whether school psychologists' concerns about the law have merit and whether the law has achieved its intended purpose. Results showed that since the law's implementation, school-based psychologists have experienced, on average, an increase in the amount of time they spend in special education activities and a decrease in time devoted to consultation and direct services. This impact, however, was not felt by all; further analyses of quantitative and qualitative data investigated what characteristics led to the greatest effects. For most respondents there had been no changes in student testing practices, report writing, or IEP team decision-making, while time constraints and work-related stress have worsened.en_US
dc.language.isoenen_US
dc.titleThe Impact of the Five Day Rule on the Practice of School Psychology in Marylanden_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pquncontrollededucation policyen_US
dc.subject.pquncontrolledIEP meetingen_US
dc.subject.pquncontrolledMarylanden_US
dc.subject.pquncontrolledschool family communicationen_US
dc.subject.pquncontrolledschool psychologyen_US


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