Using Flexible Data-Driven Frameworks to Enhance School Psychology Training and Practice

Abstract

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.