A qualitative analysis of school psychology trainers' perspectives on evidence-based practices. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Gonzalez, Jorge E.; Stoiber, Karen C.; Clayton, Rebecca J.; Keller-Margulis, Milena; Reddy, Linda A.; Forman, Susan G.
• Is Part Of: International journal of school & educational psychology. Volume 9:Issue 2(2021)
• Page Start: 132
• Page End: 147
• Publication Date: 2021-04-03
• Subjects: Evidence-based practices -- school psychology -- training program quality -- implementation science; Educational psychology -- Periodicals; Educational psychology; Periodicals; 370.15
• DOI: 10.1080/21683603.2019.1668317
• Languages: English
• ISSNs: 2168-3611

Abstract

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.