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However, the mean ratings for offer and feasibility at high minority
schools tended not to be different from those ratings at low minority
schools. Time was rated as the biggest barrier to implementation at both
high and low minority schools, with current work responsibilities a
close second. It is suggested that moving away from the traditional role
of assessment and placement and towards prevention and intervention
might reduce, if not eliminate, the time and current work
responsibilities barriers and allow more school psychologists to
implement home-school collaboration.
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