title: Early childhood special educators' perceptions of school psychologists' roles in their programs.
abstract: Perceived and preferred roles of 67 school psychologists in early childhood special-education programs were examined in a partial replication with 268 respondents in Illinois of Mowder, Willis, and Widerstrom's work. The most commonly cited reason for consultation with school psychologists was related to psychological assessment, with information on children's functioning as the most likely benefit. Respondents preferred the mental health model. Although respondents were satisfied with the roles of school psychologists, they presented several concerns about expanded roles for school psychologists.
authors.affiliation: Department of Special Education, University of Illinois, Urbana-Champaign.
authors.forename: K D
authors.initials: KD
authors.lastname: Beauchamp
mesh_terms: D002675:Child, Preschool; D006233:Persons with Disabilities / Q000523:psychology*; D018479:Early Intervention, Educational; D004519:Education, Special; D005260:Female; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D010348:Patient Care Team; D011588:Psychology, Educational