Abstract
Much of the research examining preservice training has involved data-based decision making and accountability and consultation and collaboration in K-12 settings. While data-based decision making and accountability and consultation and collaboration are critical competency areas, school psychologists are also expected to be involved in the provision of interventions and instructional support to develop students’ academic skills. Given the significance of early academic intervention and the increasing number of children participating in early childhood programs, it is important that preservice school psychologists are provided with the skills needed to provide and collaborate in the provision of academic intervention and instructional support in early childhood settings. This study examined the implementation fidelity of a phonological awareness intervention implemented by preservice school psychology students. The study also examined the acceptability and effectiveness of the phonological awareness intervention. Results indicate that preservice school psychology students were able to implement the intervention with high levels of implementation fidelity and found the intervention to be highly acceptable. Preschool age students who participated in the intervention also demonstrated improved early literacy outcomes. Implications for training and future research in early childhood settings are discussed.
