The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model

Katie R Eklund, Eric Rossen, Jeff Charvat, Lauren Meyer, Nick Tanner

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The Self-Assessment Tool for School Psychologists is a two-scale, 48-item self-report measure that is based on the Practice Model and designed to have practitioners assess the degree to which they engage in various professional activities (A scale), and the perceived level of importance of those activities to effective service delivery (B scale). The present study aimed to examine the factor structure and psychometric properties of the Self-Assessment Tool for School Psychologists and to evaluate the proposed interpretation regarding school psychologists' professional practices. Participants included a sample of 1,293 practicing school psychologists. Results of EFA and CFA, as well as reliability analyses, supported a seven- and five-factor model for the A and B scales, respectively. Collectively, this study suggests a varying factor structure between the Self-Assessment Tool for School Psychologists and the 10 domains of the Practice Model. Implications for conceptualization of school psychological practice in relation to the National Association of School Psychologists' Practice Model and future development of the Self-Assessment Tool for School Psychologists are discussed.

Original languageEnglish (US)
Pages (from-to)122-142
Number of pages21
JournalJournal of Applied School Psychology
Volume32
Issue number2
DOIs
StatePublished - Apr 2 2016

Fingerprint

school psychologist
self-assessment
Psychology
school psychological service
Self-Assessment
Professional Practice
psychometrics
Psychometrics
Self Report
interpretation

Keywords

  • exploratory factor analysis
  • National Association of School Psychologists' practice model
  • School psychologists
  • self-assessment

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Applied Psychology
  • Education
  • Psychiatry and Mental health

Cite this

@article{5db708cf390f4e39a43f51622ae7d79e,
title = "The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to The National Association of School Psychologists' Practice Model",
abstract = "The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The Self-Assessment Tool for School Psychologists is a two-scale, 48-item self-report measure that is based on the Practice Model and designed to have practitioners assess the degree to which they engage in various professional activities (A scale), and the perceived level of importance of those activities to effective service delivery (B scale). The present study aimed to examine the factor structure and psychometric properties of the Self-Assessment Tool for School Psychologists and to evaluate the proposed interpretation regarding school psychologists' professional practices. Participants included a sample of 1,293 practicing school psychologists. Results of EFA and CFA, as well as reliability analyses, supported a seven- and five-factor model for the A and B scales, respectively. Collectively, this study suggests a varying factor structure between the Self-Assessment Tool for School Psychologists and the 10 domains of the Practice Model. Implications for conceptualization of school psychological practice in relation to the National Association of School Psychologists' Practice Model and future development of the Self-Assessment Tool for School Psychologists are discussed.",
keywords = "exploratory factor analysis, National Association of School Psychologists' practice model, School psychologists, self-assessment",
author = "Eklund, {Katie R} and Eric Rossen and Jeff Charvat and Lauren Meyer and Nick Tanner",
year = "2016",
month = "4",
day = "2",
doi = "10.1080/15377903.2016.1151848",
language = "English (US)",
volume = "32",
pages = "122--142",
journal = "Journal of Applied School Psychology",
issn = "1537-7903",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - The National Association of School Psychologists' Self-Assessment Tool for School Psychologists

T2 - Factor Structure and Relationship to The National Association of School Psychologists' Practice Model

AU - Eklund, Katie R

AU - Rossen, Eric

AU - Charvat, Jeff

AU - Meyer, Lauren

AU - Tanner, Nick

PY - 2016/4/2

Y1 - 2016/4/2

N2 - The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The Self-Assessment Tool for School Psychologists is a two-scale, 48-item self-report measure that is based on the Practice Model and designed to have practitioners assess the degree to which they engage in various professional activities (A scale), and the perceived level of importance of those activities to effective service delivery (B scale). The present study aimed to examine the factor structure and psychometric properties of the Self-Assessment Tool for School Psychologists and to evaluate the proposed interpretation regarding school psychologists' professional practices. Participants included a sample of 1,293 practicing school psychologists. Results of EFA and CFA, as well as reliability analyses, supported a seven- and five-factor model for the A and B scales, respectively. Collectively, this study suggests a varying factor structure between the Self-Assessment Tool for School Psychologists and the 10 domains of the Practice Model. Implications for conceptualization of school psychological practice in relation to the National Association of School Psychologists' Practice Model and future development of the Self-Assessment Tool for School Psychologists are discussed.

AB - The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The Self-Assessment Tool for School Psychologists is a two-scale, 48-item self-report measure that is based on the Practice Model and designed to have practitioners assess the degree to which they engage in various professional activities (A scale), and the perceived level of importance of those activities to effective service delivery (B scale). The present study aimed to examine the factor structure and psychometric properties of the Self-Assessment Tool for School Psychologists and to evaluate the proposed interpretation regarding school psychologists' professional practices. Participants included a sample of 1,293 practicing school psychologists. Results of EFA and CFA, as well as reliability analyses, supported a seven- and five-factor model for the A and B scales, respectively. Collectively, this study suggests a varying factor structure between the Self-Assessment Tool for School Psychologists and the 10 domains of the Practice Model. Implications for conceptualization of school psychological practice in relation to the National Association of School Psychologists' Practice Model and future development of the Self-Assessment Tool for School Psychologists are discussed.

KW - exploratory factor analysis

KW - National Association of School Psychologists' practice model

KW - School psychologists

KW - self-assessment

UR - http://www.scopus.com/inward/record.url?scp=84975465723&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84975465723&partnerID=8YFLogxK

U2 - 10.1080/15377903.2016.1151848

DO - 10.1080/15377903.2016.1151848

M3 - Article

AN - SCOPUS:84975465723

VL - 32

SP - 122

EP - 142

JO - Journal of Applied School Psychology

JF - Journal of Applied School Psychology

SN - 1537-7903

IS - 2

ER -