From the Ms. Friedman's dissertation abstract: School psychology is of current interest because of its controversial nature--it has become an integral part of the American public school's operations, yet has been subject to serious condemnation on the basis of the uses of IQ scores. This study attempts to gain insight into the nature of school psychological services by examining its historical development within a typical large urban community, Buffalo, New York. Research is divided into three periods, each analyzed on the basis of congruence between psychologists' performances and expectations of school personnel and community. Early Period: 1906-1937--beginning with a Buffalo school survey to determine the number of mentally defective children; ending with the hiring of four "school psychologists". During most of this period two psychological examiners were administering the Stanford-Binet Intelligence Test and recommending special class placement. This role was congruent with the educational needs of the time and fit the Zeitgeist of scientific and efficient management in education. Interim Period: 1937-1959--from the formal beginnings of school psychology to the post-Sputnik era of federal mandate in the schools. Buffalo's population and schools had undergone major changes. Many white middle-class families had moved to the suburbs and increasingly the non-white population presented academic and adjustment problems in the schools. Despite the fact that the number of psychologists doubled, there were long waiting periods for testing of children. The "test and place" role was still necessary but not sufficient and disparity between services and expectations arose. Modern Period: 1959-1980--social and political protest in America resulted in increasing federal intervention in the schools and in school programs in which psychological services were required. School psychologists began to experiment with innovative roles but by 1975 federal legislation for the handicapped ended this. The psychologists' time was preempted by the need to test for handicapping conditions. "Test and place" role in 1980 was perceived as an anachronism. Among the conditions which throughout history have contributed to limited professional roles for the school psychologist are: chronic understaffing, lack of professional supervision, and lack of support systems. The future of school psychology is examined in this study.