| The purpose of this study was to obtain information regarding the role of the school psychologist in transition planning, the perceived importance of the school psychologist in transition planning, and the degree to which the school psychologist is invited to participate in transition planning. This study also investigated whether transition coordinators and school psychologists in Pennsylvania identify similar barriers to the involvement of the school psychologist in transition planning. The responses of the school psychologists were compared to the responses from Staab's (1996) national survey of school psychologists regarding their role in transition planning.; This study surveyed 225 transition coordinators and 450 school psychologists from across the Commonwealth of Pennsylvania. The responses from the 190 returned and useable surveys (65 transition coordinators and 125 school psychologists) were analyzed using descriptive statistics, multiple regression analysis, and Pearson Product Moment Correlations.; The results of this study indicated that both school psychologists and transition coordinators in Pennsylvania desired greater involvement by school psychologists in transition planning. The study findings paralleled Staab's (1996) research with regard to practice and barriers. Specifically, when involved in transition, school psychologists are most likely to be involved in activities associated with “assessment.” Both transition coordinators and school psychologists reported that they think it's important for school psychologists to be involved in transition planning, however, they rated “referral backlog” as the most significant barrier to involvement in transition.; The results of this study indicated that graduate training programs in school psychology need to better prepare future school psychologists for activities related to transition planning. Belatedly, Pennsylvania's Intermediate Units and the Department of Education (PDE) should consider provision of additional training programs or workshops that include or require the participation of school psychologists. Furthermore, many school psychologists reportedly underestimated their potential contribution to transition planning. This is significant in light of the desire among transition coordinators to have school psychologists involved in tasks that transcend a more traditional role. |
