Browsing by Author "Amna Arif"

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    Development of standard operating procedure for psychologists working in schools
    (University of Management and Technology, 2012-02) Amna Arif
    Psychologists working in special schools collaborate with special education teacher for the rehabilitation of persons with special needs. The topic of the research was “Development of standard operating procedures for psychologists working in special schools”. The purpose of the study was to develop a manual prescribing specifically all the responsibilities and possible roles of psychologists in special schools. The objectives of the research were to highlight the need for clear standards for psychologists working in special schools, investigate the existing roles and responsibilities of psychologists, highlight the perception of special education teachers as well as administrators about the roles and responsibilities of psychologists, in order to develop a standard operating procedure (SOP) for psychologists working in special schools in consultation with administrators, special education teachers and psychologists. In this descriptive research researcher developed a scale on the basis of related literature. The scale consisted on 30 items covering seven areas. These areas include assessment and interpretation; direct intervention for students; consultation and training; program development; school psychology program; professional practice and development; and communication and relationship skills. The data were collected through purposive sampling from 70 psychologists and 100 special education teachers from different districts of Punjab Province. The data was analyzed statistically and conclusions were drawn. Frequencies of responses were computed and the items bearing up to or above 75% percent agreement were selected for SOP. Item no. 1.3, 2.4, 3.1, 3.4, 3.7, 5.2, 5.3, 6.1, 6.2, 6.3 are not selected and their agreement percentages are respectively, 72%, 43%, 65%, 62%, 60%, 67%, 59%, 46%, 66%, 70%. All the areas in the scale were selected except one which is professional practice and development. The inter-rater reliability of psychologists and special education teachers was 0.73. The result showed that respondents have almost same perception about the roles and responsibilities of psychologists regardless of their gender, age, income. There is a significant difference in the opinions of psychologists and special education teachers about the roles and responsibilities of psychologists working in special schools. On the basis of the results, a standard operating procedure (SOP) was developed and validated by the 6 experts from the relevant fields. An open-ended question at the end of the scale was analyzed qualitatively and suggestions by the respondents were incorporated in the SOP in order to further improvement.
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    EFFECTS OF PARENTS’ BELIEFS ON THEIR CHOICES FOR EARLY INTERVENTION TO CHILDREN WITH AUTISM
    (UMT, Lahore, 2019) Amna Arif
    The main objectives of the present study were to investigate the indigenous early intervention approaches for Autism in Punjab, Pakistan, unfold the beliefs of parents about the causes of autism and exploring the relationship between the beliefs of parents and selection of early intervention approach, exploring the association between the type of intervention and the severity of autism and unfold the process of decision-making parents follow to select an early intervention approach, underline the most common symptoms of autism parents notice and their effects on their choice of intervention. Last but not least, the study also intended to highlight the demographic characteristics of parents and children which influence their beliefs and choice. The study was descriptive in nature and conducted a survey by using quantitative research method.
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    Psychologists serving persons with special needs
    (LAMBERT Academic Publishing, 2013) Amna Arif; Abdul Hameed
    Psychologists working in special schools collaborate with special education teacher for the rehabilitation of persons with special needs. The topic of standard operating procedures. The purpose of the study was to develop a manual prescribing specifically all the responsibilities and possible roles of psychologists in special schools. The objectives of the research were to highlight the need for clear standards for psychologists working in special schools, investigate the existing roles and responsibilities of psychologists, highlight the perception of special education teachers as well as administrators about the roles and responsibilities of psychologists, in order to develop a standard operating procedure (SOP) for psychologists working in special schools in consultation with administrators, special education teachers and psychologists. In this descriptive research, researcher developed a scale on the basis of related literature. The scale consisted on 30 items covering seven areas. These areas include assessment and interpretation; direct intervention for students; consultation and training; program development; school psychology program; professional practice and development; and communication and relationship skills. The data were collected through purposive sampling from 70 psychologists and 100 special education teachers from different districts of Punjab Province of Pakistan. The data was analyzed statistically and conclusions were drawn. Frequencies of responses were computed and the items bearing up to or above 75% percent agreement were selected for SOP. Item no. 1.3, 2.4, 3.1, 3.4, 3.7, 5.2, 5.3, 6.1, 6.2, 6.3 are not selected and their agreement percentages are respectively, 72%, 43%, 65%, 62%, 60%, 67%, 59%, 46%, 66%, 70%. All the areas in the scale were selected except one which is professional practice and development. The interrater reliability of psychologists and special education teachers was 0.73. The result showed that respondents have almost same perception about the roles and responsibilities of psychologists regardless of their gender, age, income. There is a significant difference in the opinions of psychologists and special education teachers about the roles and responsibilities of psychologists working in special schools. On the basis of the results, a standard operating procedure (SOP) was developed and validated by the 6 experts from the relevant fields. An open-ended question at the end of the scale was analyzed qualitatively and suggestions by the respondents were incorporated in the SOP in order to further improvement.