Abstract
Academic and behavior case studies are frequently used by school psychology graduate programs and faculty during supervised practicum
and internship and are often included as artifacts in candidate portfolios. This study addressed the establishment of content validity for an
academic and behavior case study scoring rubric designed to assess school psychology candidates’ NASP competencies demonstrated by
performance-based skills and positive impact during supervised practicum and internship and to assist in program evaluation, accountability,
and improvement. Content validity of the scoring rubric was based on select items obtained from a previously published case study scoring
rubric developed by Hunley and McNamara (2010) and by surveying school psychology program coordinators of NASP approved or
accredited programs across the U.S. (N = 190). Program coordinators rated the importance for each of the 21-items on the modified
scoring rubric which consisted of the four stages of the behavioral problem-solving process (Kratochwill & Bergan, 1990) (i.e., Problem
Identification 4-items, Problem Analysis 5-items, Intervention 7-items, and Evaluation 5-items) according to one of four responses
(i.e., Not Relevant = 1, Somewhat Relevant = 2, Relevant = 3, Very Relevant = 4). Data analysis which included descriptive statistics, four
independent series of single-sample Wilcoxon signed rank tests, p-values, and e!ect sizes with the scoring rubric provided evidence to
support retaining 19-items. The final 19-item scoring rubric is presented in addition to results of the analysis, discussion of limitations and
future research, and recommendations for school psychology training and practice.
