Meeting Performance-Based Training Demands: Accountability in an Intervention-Based Practicum

This article describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. The results of intervention-based services were summed across individual cases developed by trainees as a means of examining the overall effectiveness of the practicum experience. Outcomes are reported as procedural adherence to the model of service delivery (operationalized as a procedural checklist), graphic analysis of the data, effect sizes, goal attainment scaling, and treatment acceptability. The methods are discussed as examples of how to meet accountability demands for training in school psychology while providing comprehensive training in the delivery of intervention-based services.