Regional Differences in School Psychology Practice

Pracdcing school psychologists were surveyed to determine if differ- ences exist among practitioners in the various U.S. Census regions. The survey was completed by 1,056 practicing school psychologists representing all nine re- gions of the United States. Variability among the regions was noted for variables of (a) demographic characteristics, (b) current and preferred roles, (c) job satisfac- tion, (d) assessment pracdces, and (e) system reform beliefs and attitudes. The findings are discussed in the context of recent legislative changes and are com- pared to findings from previous national surveys of pracdcing school psycholo- gists. Implicadons for future research and practice are also provided. Regional differences in the United States are well known. Each region of the country is associated with different patterns of weather, topography, economic development, and lan- guage patterns, among other things. Regional differences in the U.S. range from aspects such as weather (Northeastern blizzards, the "dry heat" of the Southwest) and topography (the Rocky Mountains, the Great Plains) to politi- cal (Southern G.O.P. to Massachusetts Demo- crats), economic (agriculture vs. industry), and racial demographic characteristics of residents. Some of these pattems may be expected to have little effect on the practice of school psychol- ogy (e.g., weather), but others may have a pro- found effect (e.g., economic development). Al- though national surveys of school psycholo- gists have been conducted previously (Hutton, Dubes, & Muir, 1992; Reschly & Wilson, 1995; Smith, 1984), recent changes in legisla- tion may have a strong effect on the practice of school psychology. This effect may be ex- perienced in different ways in different parts of the country, thereby necessitating another investigation of patterns in the roles and prac- tices of school psychologists nationwide. Regional differences noted in prior sur- veys of the practice of school psychology gen- erally occur among demographic characteris- tics, assessment practices, and the roles' that school psychologists are expected to fill (Lund, Reschly, & Martin, 1998). These differences are to some degree a reflection of the variabil- ity noted between regions on the array of po- litical and economic variables. These forces may have an effect on role and practice through processes such as the emphasis on and fund- ing of education, the employment of school psychologists in sufficient numbers with suf- ficient pay, and attitudes toward students with disabilities and special education in general. Another potential influence on regional differences is the effect of school psychology training programs. Programs with a behavioral orientation are bound to graduate practitioners who assume different roles than programs with a psychodynamic orientation. Because practi- tioners often find employment in the same area or state as their training program, a program with a specific orientation can affect practice. State mandates and administrative codes also influence school psychology practice. Eli- gibility requirements and special education procedures can vary significantly from state to state (Mercer, Jordan, Allsopp, & Mercer, 1996). In addition, funding formulae can in-