This research is a summary of the published research interests of Australian Educational and Developmental Psychologists over the past 25 years. The terms used in the title and keywords describing research published in The Australian Educational and Developmental Psychologist (AEDP) over the past 25 years were analysed. In total, 105 individual words or terms were derived from 233 articles published in the AEDP. These words and terms were used 707 times as title words and 820 times as keywords to describe the research of the journal. The most frequent individual title words were children (n = 70), adolescents (n = 44), assessment (n = 29), development/developmental (n = 28), and disability (n = 27). The reduction of these title words and keywords resulted in six categories: Stages of Development, Relating and Roles, Educational and Vocational, Presenting Problems—Clinical, Presenting Problems—General, and Methods and Practice. Analyses of the frequency of the title words and keywords led to the conclusion that many of the words and the subsequent categories were exclusively Educational and Developmental in definition, with a large proportion of the content of the journal also shared with other specialisations and areas of psychology. Finally, the title words and keywords were subdivided into 5-year periods and small, significant effects were found between the five time periods for some categories of keywords and terms. The differences were very weak and non-systematic, trends indicating the relative consistency of the contents of the journal over time.

This report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.

This exploratory study investigated the screening of behaviour, and auditory processing and reading problems in the first school year, employing a sample of 74 children. A teacher behaviour risk index, which included (i) a Behaviour scale (internalising, externalising dimensions and inattention), (ii) a teacher Future Risk estimation, was found to be reliable and a valid predictor of behaviour, together with a parent-based behaviour scale, against the Personal-Social Behaviour sub-scale of the Pupil Rating Scale-Revised. Adding the teacher-based Behaviour scale to the child-based Performance Indicators in the Primary School (PIPS) did not assist reading assessment, however the PIPS scale was confirmed as a valid reading predictor. A teacher-based Central Auditory Processing Disorder (CAPD) scale was significantly correlated to teacher-based Inattention and Behaviour and, with the teacher-based Behaviour scale, significantly predicted reading. On its own it predicted reading better than phonological awareness. It was suggested that child behaviour, CAPD and reading profiles could facilitate joint parent-teacher at-risk referrals in Year 1, including mental health. Assistive listening devices were recommended to aid children's auditory processing. The study needs replication with larger samples.

In line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.

Behavioural problems in young children can be detrimental to the psychological well-being of their parents. The present study examined the effectiveness of a newly developed intervention in improving parental stress and parenting sense of competence for parents of young children with a developmental delay (DD), presenting with behavioural problems. The sample comprised 15 parents and 1 grandparent of children, aged between 2 and 5 years, with DD. Parents completed a questionnaire package at pre-intervention and post-intervention, including measures to assess parent stress and sense of competence. Paired sample t-tests revealed a significant decline at post-intervention in the total frequency of hassles associated with raising a child with DD, as well as reductions in stress associated with parents' needs. General stress and parenting sense of competence showed no significant post-intervention improvements. Correlation analyses revealed a negative relationship between parent stress and sense of competence, at pre-intervention and post-intervention. It was concluded that the intervention was useful for reducing the overall frequency of stress and the stress associated with the needs of parents raising a young child with DD. Findings have implications for the development of parental supports by early childhood intervention practitioners. Due to a number of methodological limitations, suggestions were made for future research.