This study is an empirical analysis of current use of assessment instruments by school psychologists. Data collected from a national survey of 251 practitioners found the Wechsler Intelligence Scales, Bender-Gestalt, and Draw-A-Person to be most often utilized. Information regarding training practices collected from 156 school psychology faculty indicated strong relationships between training and practice. The frequency and specific measures employed were strikingly similar to those reported by Goh, Teslow, and Fuller (1981) over a decade ago. The effectiveness of the current measures used to solve the increasingly diverse problems of educators, the role of trainers as programmers of assessment, and the resistance of the field to change are discussed.
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