Handouts for “Pediatric school psychology service delivery: Benefits and barriers

Blevins, C.A.

Magee, H.E.

Magee, K.L.

Sheridan, Susan M.

Swanger-Gagne, M.S.

Warnes, Emily D.

Woods, K.E.

English

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Posters, Addresses, & Presentations from CYFS Children, Youth, Families & Schools, Nebraska Center for Research on 
March 2007 
Handouts for “Pediatric school psychology service delivery: 
Benefits and barriers” 
Emily D. Warnes 
University of Nebraska - Lincoln, ewarnes2@unl.edu 
K.E. Woods 
University of Nebraska - Lincoln 
C.A. Blevins 
University of Nebraska - Lincoln 
K.L. Magee 
University of Nebraska - Lincoln 
M.S. Swanger-Gagne 
University of Nebraska - Lincoln 
See next page for additional authors 
Follow this and additional works at: https://digitalcommons.unl.edu/cyfsposters 
 Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons 
Warnes, Emily D.; Woods, K.E.; Blevins, C.A.; Magee, K.L.; Swanger-Gagne, M.S.; Magee, H.E.; and Sheridan, 
Susan M., "Handouts for “Pediatric school psychology service delivery: Benefits and barriers”" (2007). 
Posters, Addresses, & Presentations from CYFS. 25. 
https://digitalcommons.unl.edu/cyfsposters/25 
This Article is brought to you for free and open access by the Children, Youth, Families & Schools, Nebraska Center 
for Research on at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Posters, 
Addresses, & Presentations from CYFS by an authorized administrator of DigitalCommons@University of Nebraska - 
Lincoln. 
Authors 
Emily D. Warnes, K.E. Woods, C.A. Blevins, K.L. Magee, M.S. Swanger-Gagne, H.E. Magee, and Susan M. 
Sheridan 
This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/
cyfsposters/25 
Warnes, E. D. 
Woods, K. E. 
Blevins, C. A. 
Magee, K. L. 
Swanger-Gagne, M. S. 
Magee, H. E. 
Sheridan, S. M. 
 
 
Handouts for  
 
“Pediatric school psychology service delivery:  
Benefits and barriers” 
 
 
Presented at the annual meeting of the 
National Association of School Psychologists, 
New York City, NY. (2007, March)
Table 2 
Quantitative Data  
 
 Parent Pediatric School Psychologist 
 High 
(N = 10) 
Medium 
(N = 4) 
Low 
(N = 2) 
 High 
(N = 23) 
Medium 
(N = 15) 
Low 
(N = 11) 
Understanding the 
Child’s Needs 
       
   Helped the Parent 4.9 
 
4.0 
 
6.0 
 
 4.91 
 
4.43 
 
3.56 
 
   Helped the Teacher     5.0 
 
4.08 
 
3.67 
 
Developed a Useful 
Plan at Home 
5.1 3.5  4.52 4.0  
Developed a  
Useful Plan 
4.9 4.75  5.04 4.3  
Improved 
Communication 
4.4 4.25 6.0 5.3 4.57 3.9 
Adequate Time to 
Collaborate 
5.1 4.75  4.26 3.79  
Similar Ideas to 
Others Involved 
4.8 4.5  4.57 4.5  
Unique  
Service 
5.7 4.75 6.0 
 
5.78 5.0 4.5 
Recommending  
Services 
5.1 5.0 6.0    
Note. 
Ratings were made on a 6-point Likert scale, ranging from 1 to 6: 1(strongly agree); 2 (disagree); 
3 (somewhat disagree); 4 (somewhat agree); 5 (agree); to 6 (strongly agree).   
Table 3 
Parent Benefits 
  
Number of Responses  
for level of Service 
 
Type of Benefit 
 
High 
 
 
Med 
 
Low 
 
Positively influenced child self-perceptions 
 
 
3 
 
0 
 
0 
Positively influenced child behavior 
 
8 1 1 
Psychologist provided individual attention 5 2 1 
Psychologist provided useful recommendations 3 4 4 
Psychologist was supportive and responsive to parents and/or 
teachers 
7 2 5 
Other 
 
1 0 1 
Total     (48 responses) 
 
27 9 12 
 
 
Table 4 
Parent Barriers 
  
Number of Responses 
for Level of Service 
 
Type of Barrier 
 
 
High 
 
Med 
 
Low 
 
Time restraints 
 
 
9 
 
1 
 
0 
Teacher/school resistance 
 
4 0 2 
Scope of services did not meet parents’ expectations 3 3 0 
Other 
 
1 0 0 
Total     (23 responses) 
 
17 4 2 
 
Table 5 
Pediatric School Psychologist Benefits 
  
Number of Responses 
for Level of Service 
 
 
Type of Benefit 
 
 
High 
 
Med 
 
Low 
 
Improved communication and collaboration between home and 
school 
 
21 
 
6 
 
1 
Psychologist assisted physician with treatment planning 9 5 7 
Psychologist developed useful intervention plans 11 2 3 
Psychologist provided useful information regarding the child’s 
behavior to parents and/or teachers 
3 3 6 
Positively influenced child behavior 
 
14 2 0 
Psychologist helped identify needed resources/services to parents 
and/or teachers 
5 3 4 
Psychologist was supportive and responsive to parents and/or 
teachers 
6 3 2 
Psychologist facilitated skill development in parents and/or 
teachers 
5 1 0 
Other 
 
3 1 0 
Total     (126 responses) 
 
77 26 23 
 
 
Table 6 
Pediatric School Psychologist Barriers 
  
Number of Responses 
for Level of Service 
 
 
Type of Barrier 
 
 
High 
 
Med 
 
Low 
 
Time restraints 
 
 
14 
 
7 
 
3 
Scheduling/coordination difficulties 
 
5 0 1 
Teacher/school resistance 
 
1 3 0 
Poor treatment integrity 
 
6 0 0 
Communication difficulties with parents 0 0 4 
Strained home-school relationship 
 
3 0 0 
Scope of services were not appropriate for child’s needs 0 3 1 
Other 
 
5 1 1 
Total     (58 responses) 
 
34 14 10 
 


Handouts for “Pediatric school psychology service delivery: Benefits and barriers”

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University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Posters, Addresses, & Presentations from CYFS Children, Youth, Families & Schools, Nebraska Center for Research on March 2007 Handouts for “Pediatric school psychology service delivery: Benefits and barriers” Emily D. Warnes University of Nebraska - Lincoln, ewarnes2@unl.edu K.E. Woods University of Nebraska - Lincoln C.A. Blevins University of Nebraska - Lincoln K.L. Magee University of Nebraska - Lincoln M.S. Swanger-Gagne University of Nebraska - Lincoln See next page for additional authors Follow this and additional works at: https://digitalcommons.unl.edu/cyfsposters  Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Warnes, Emily D.; Woods, K.E.; Blevins, C.A.; Magee, K.L.; Swanger-Gagne, M.S.; Magee, H.E.; and Sheridan, Susan M., "Handouts for “Pediatric school psychology service delivery: Benefits and barriers”" (2007). Posters, Addresses, & Presentations from CYFS. 25. https://digitalcommons.unl.edu/cyfsposters/25 This Article is brought to you for free and open access by the Children, Youth, Families & Schools, Nebraska Center for Research on at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Posters, Addresses, & Presentations from CYFS by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Authors Emily D. Warnes, K.E. Woods, C.A. Blevins, K.L. Magee, M.S. Swanger-Gagne, H.E. Magee, and Susan M. Sheridan This article is available at DigitalCommons@University of Nebraska - Lincoln: https://digitalcommons.unl.edu/cyfsposters/25 Warnes, E. D. Woods, K. E. Blevins, C. A. Magee, K. L. Swanger-Gagne, M. S. Magee, H. E. Sheridan, S. M.   Handouts for   “Pediatric school psychology service delivery:  Benefits and barriers”   Presented at the annual meeting of the National Association of School Psychologists, New York City, NY. (2007, March)Table 2 Quantitative Data    Parent Pediatric School Psychologist  High (N = 10) Medium (N = 4) Low (N = 2)  High (N = 23) Medium (N = 15) Low (N = 11) Understanding the Child’s Needs           Helped the Parent 4.9  4.0  6.0   4.91  4.43  3.56     Helped the Teacher     5.0  4.08  3.67  Developed a Useful Plan at Home 5.1 3.5  4.52 4.0  Developed a  Useful Plan 4.9 4.75  5.04 4.3  Improved Communication 4.4 4.25 6.0 5.3 4.57 3.9 Adequate Time to Collaborate 5.1 4.75  4.26 3.79  Similar Ideas to Others Involved 4.8 4.5  4.57 4.5  Unique  Service 5.7 4.75 6.0  5.78 5.0 4.5 Recommending  Services 5.1 5.0 6.0    Note. Ratings were made on a 6-point Likert scale, ranging from 1 to 6: 1(strongly agree); 2 (disagree); 3 (somewhat disagree); 4 (somewhat agree); 5 (agree); to 6 (strongly agree).   Table 3 Parent Benefits   Number of Responses  for level of Service  Type of Benefit  High   Med  Low  Positively influenced child self-perceptions   3  0  0 Positively influenced child behavior  8 1 1 Psychologist provided individual attention 5 2 1 Psychologist provided useful recommendations 3 4 4 Psychologist was supportive and responsive to parents and/or teachers 7 2 5 Other  1 0 1 Total     (48 responses)  27 9 12   Table 4 Parent Barriers   Number of Responses for Level of Service  Type of Barrier   High  Med  Low  Time restraints   9  1  0 Teacher/school resistance  4 0 2 Scope of services did not meet parents’ expectations 3 3 0 Other  1 0 0 Total     (23 responses)  17 4 2  Table 5 Pediatric School Psychologist Benefits   Number of Responses for Level of Service   Type of Benefit   High  Med  Low  Improved communication and collaboration between home and school  21  6  1 Psychologist assisted physician with treatment planning 9 5 7 Psychologist developed useful intervention plans 11 2 3 Psychologist provided useful information regarding the child’s behavior to parents and/or teachers 3 3 6 Positively influenced child behavior  14 2 0 Psychologist helped identify needed resources/services to parents and/or teachers 5 3 4 Psychologist was supportive and responsive to parents and/or teachers 6 3 2 Psychologist facilitated skill development in parents and/or teachers 5 1 0 Other  3 1 0 Total     (126 responses)  77 26 23   Table 6 Pediatric School Psychologist Barriers   Number of Responses for Level of Service   Type of Barrier   High  Med  Low  Time restraints   14  7  3 Scheduling/coordination difficulties  5 0 1 Teacher/school resistance  1 3 0 Poor treatment integrity  6 0 0 Communication difficulties with parents 0 0 4 Strained home-school relationship  3 0 0 Scope of services were not appropriate for child’s needs 0 3 1 Other  5 1 1 Total     (58 responses)  34 14 10  

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