Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

Elisa Steele Shernoff, Thomas R. Kratochwill, Karen Callan Stoiber

Research output: Contribution to journalArticlepeer-review

55 Scopus citations

Abstract

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.

Original languageEnglish (US)
Pages (from-to)467-483
Number of pages17
JournalJournal of School Psychology
Volume41
Issue number6
DOIs
StatePublished - Nov 2003
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Keywords

  • Evidence-based interventions
  • Exposure to interventions
  • School psychology
  • Training
  • Training challenges

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