Discusses a conceptual framework for work behavior (WB) in the school psychology service (SPS) in Norway. A four-factor model of selected tasks was hypothesized and empirically assessed by application of generalizability (G) theory and confirmatory factor analysis. G studies demonstrated that the SPS allocates different priorities to aspects of WB, in favor of traditional child-centered work when approaching existing problems. (Contains 61 references, 2 tables, 2 figures, and 1 appendix.) (GCP)