A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices

ABSTRACT

This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of the current state of instruction and dissemination of evidence-based assessment (EBA) and evidence-based intervention (EBI) in school psychology training programs. Four themes emerged from a content analysis of evidence reflecting faculty perspectives about EBAs and EBIs including barriers, facilitators, courses in EBI/EBAs, and supports for EBI/EBA implementation. Faculty provided 991 barrier-oriented comments compared to 276 support-oriented comments. The findings of this study provide insight into faculty notions about the status of evidence-based intervention and assessment in the training of school psychologists, as well as ways to overcome barriers and support a shift toward implementation science in the field.

KEYWORDS:

• Evidence-based practices
• school psychology
• training program quality
• implementation science

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jorge E. Gonzalez

Jorge E. Gonzalez, PhD, Professor Psychological, Health and Learning Sciences, University of Houston, has interests in emergent literacy, English language learnings, the home literacy environment and shared-reading interventions.

Karen C. Stoiber

Karen C. Stoiber, PhD, Professor, Educational Psychology, University of Wisconsin-Milwaukee, conducts research on evidence-based practices, early literacy, SEL, and multi-tiered systems of support.

Rebecca J. Clayton

Rebecca J. Clayton, M.Ed., student in School Psychology Doctoral Program, University of Houston, has interests in interventions and factors associated with promoting positive social, emotional, and behavioral outcomes in children and adolescents.

Milena Keller-Margulis

Milena Keller-Margulis, PhD, Associate Professor of School Psychology, University of Houston, has interests in the technical adequacy of curriculum-based measurement (CBM), the use of CBM in the context of multitiered systems of support, and its use with diverse populations.

Linda A. Reddy

Linda A. Reddy, PhD, Professor, Graduate School of Applied and Professional Psychology, Rutgers University, does research in instructional coaching, behavior management, and evidence-based practices.

Susan G. Forman

Susan G. Forman, PhD, Professor Graduate School of Applied and Professional Psychology, Rutgers University, has interests in organizational factors, evidence-based interventions, and cognitive-behavioral interventions.