Abstract
ABSTRACT Evidence-based frameworks of peer supervision training are needed to enhance the preparation and practice of future school psychologists. This quasi-experimental pilot study found that school psychology interns provided with direct instruction in and opportunities to practice peer supervision (n = 6) developed similar levels of competency in completing academic and behavioral case studies as their counterparts who were exclusively provided with hierarchical supervision during internship (n = 8). Additionally, interns with preservice exposure to peer supervision demonstrated significantly higher levels of engagement in peer supervision as early career school psychologists. Implications of these findings for training are explored.
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