Abstract
Simulation-based learning is widely used in fields such as medicine, nursing, and aviation; however, empirical research examining its
use in school psychology training is limited. School psychology trainees often have few structured opportunities to practice complex
competencies, including assessment feedback delivery and interdisciplinary collaboration. The present study examined the e!ects of a
simulation-based training experience designed to enhance these skills. Trainees participated in a simulated special education eligibility
and assessment feedback meeting involving trained actors portraying families, administrators, general education teachers, and related
service providers. The simulation provided a realistic, low-risk environment for practicing professional communication and collaborative
decision-making, followed by guided reflection. Pre- and post-training data indicated improvements in trainees’ assessment feedback
skills and interdisciplinary collaboration competencies. Findings support simulation-based learning as an e!ective pedagogical approach
in school psychology training. Practical, step-by-step guidance for implementing simulation within training programs is provided to
support replication and integration across graduate curricula.
