Boundary Spanning Activities and the Multidisciplinary Team Process: Characteristics Affecting School Psychological Consultation

Abstract

To test some of the social and organizational psychology underpinnings of boundary spanning theory, the consultative, boundary spanning activities of 27 New York State school psychologists within their special education multidisciplinary teams were studied. More specifically, the relation between boundary spanning and task uncertainty, role specification, degree of professional training and continuing activity, size of organization, and available organizational resources was investigated. The results indicated that boundary spanning was significantly related to perceived task uncertainty. The implications of these results were discussed, and future research efforts needed to further differentiate this important construct were suggested.

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