Abstract
This paper summarizes data from a national sample of school psychology training programs who were surveyed regarding practicum training and supervision practices. Data indicated variation across programs regarding practicum training, supervision, and evaluation practices. Although doctoral training programs expectedly required a statistically significant greater number of semesters and hours of practicum experiences than non-doctoral programs, practicum training otherwise appeared similar across training levels. Implications of the data are presented for school psychologist trainers regarding practicum training and supervision, as well as future directions for research and practice.
