NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110749
Record Type: Journal
Publication Date: 2016-Sep
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2159-2020
Using Flexible Data-Driven Frameworks to Enhance School Psychology Training and Practice
Coleman, Stephanie L.; Hendricker, Elise
Contemporary School Psychology, v20 n3 p293-304 Sep 2016
While a great number of scientific advances have been made in school psychology, the research to practice gap continues to exist, which has significant implications for training future school psychologists. Training in flexible, data-driven models may help school psychology trainees develop important competencies that will benefit them throughout their career. These models additionally consider important implementation variables and can be used across a range of school psychology roles and functions. This paper discusses the use of best practice process models in school psychology training as a potential means for enhancing competencies in data-driven practice and improving student outcomes. The authors present methods to incorporate best practice process into consultation models and systems change efforts to illustrate the multiple lenses through which this process can be helpful in training future school psychologists.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A