Abstract
Common university-based training experiences for preservice school psychologists are the administration, scoring, and interpretation of
psychoeducational instruments. Here, we discuss an additional type of university-based training experience which pairs preservice school
psychologists with academically at-risk undergraduate students who were members of a special university program, Performance Assistance
through Coaching and Tutoring (PACT). This is an ongoing training experience in its fourth year. Preservice school psychologists
provided mentoring, consultation, academic interventions, and other supports to the PACT students over the course of seven sessions
during their first semester of college attendance; a!ording preservice school psychologists the opportunity to develop skills in the practice
domains as required by NASP standards for graduate preparation. Preservice school psychologists were provided with materials for each
session and were trained by a faculty member and a school psychology doctoral student prior to the sessions. At the end of each semester,
preservice school psychologists made ratings in five areas for each session with the PACT student. Across all three years for which data
have been collected, ratings were very positive with the majority of preservice school psychologists strongly agreeing or agreeing that
they received adequate training to conduct the session, the training materials were useful, they were e!ective when conducting the
session, the session would be useful for their future as a school psychologist, and the session should be included in the future. Changes to the PACT program as it moves into its 4th year are discussed. Implications for school psychology training programs are also discussed.
