9. Research and Evidence-Based Practice

School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.

National Association of School Psychologists, 2021

Examples of research-based professional practices in school psychology include and ability to:

1. Analyze and apply substantial bodies of research findings as a basis for delivering effective school psychological services.
2. Champion evidence-based educational practices in instruction, social-emotional learning, and positive behavioral supports across individual, group, school, and district levels.
3. Utilize knowledge of evidence-based interventions and programs to develop, implement, and assess the fidelity and effectiveness of school-based intervention plans.
4. Offer guidance on examining, understanding, and utilizing empirical foundations to enhance effective school practices.
5. Assess and adopt evidence-based strategies that contribute to meaningful school improvement, underlined by a positive school climate, academic achievement, and a sense of safety.
6. Share knowledge about statistics and measurement principles to guide practices and decision making.
7. Comprehend the principles of implementation science and program evaluation and utilize them across various settings to support other school leaders in creating, deploying, and tracking programs that enhance outcomes for all children and youth.

(Adapted from the National Association of School Psychologists, 2020, p. 9)

Relevant Courses:

EDPS 605: Psychological Measurement and Statistics

This course provided an in depth introduction to measurement and statistical concepts used in psychological research and practice. The course covered critical topics including psychological measurement and testing, reliability, validity, and test bias. Additionally, the course explored various statistical techniques, such as ANOVA and regression, equipping students with essential skills in applied psychology and education.

Relevance: The knowledge and skills gained from EDPS 605 are foundational to my understanding of research design, statistics, measurement, and data collection. This course not only enhanced my understanding of statistics and measurement but also empowered me to support effective school practices and make informed decisions. I can now leverage this knowledge to develop and implement programs that will enhance learner outcomes, promoting equitable practices for diverse student populations.

EDPS 607: Fundamentals of Measurement

The Fundamentals of Measurement was an in-depth survey course, focusing on educational research methodologies, research design, methods, interpretation of research findings, and test construction. Students were immersed in the theoretical, conceptual, and applied nature of research, fostering an understanding of the nature and purpose of research. The course content included writing a research literature review, understanding the research process, learning to use web resources, understanding the qualitative and quantitative research paradigms, and an introduction to test construction.

Relevance: The course relevance was manifested in the acquisition of foundational knowledge of research design, statistics, measurement, and various data collection and analysis techniques, a critical skillset for a school psychologist. It examined theoretical concepts such as sampling, data gathering, validity, reliability, and probability, and expanded my understanding of research design as a complex and holistic undertaking. The learnings from this course equip me to interpret data, evaluate programs in applied settings, select evidence-based interventions, and guide effective school practices, reinforcing my capability to promote equitable practices for diverse student populations.

Work Samples:

I included this work sample within the “Research and Evidence-Based Practice” domain because it provides a clear demonstration of my acquired skills in interpreting and applying both qualitative and quantitative research analysis, as experienced during my coursework. It stands as an indicator of my competence in data interpretation, an essential skill for any School Psychologist striving to practice from a scientist-practitioner model. The examples underscore the significance of research in enhancing service delivery and fostering positive transformations within school settings.

I included this work sample within the Research and Evidence-Based Practice domain because it demonstrates my continuous engagement with scholarly resources to deepen my understanding and application of evidence-based strategies in the field of school psychology. A habit I started at the beginning of this program (or possibly earlier, during my final undergraduate years) was a commitment to read at least one extra article per day beyond the assigned school material. While this became less sustainable once the school commitments began, the habit of reading, reflecting and taking notes on various materials became a way of processing various readings. The following are just a few examples of how I do this actively while reading on a topic.

I included this work sample within the Research and Evidence-Based Practice domain because it served as a practical application of my acquired knowledge in research design, statistics, measurement, and data analysis. In the process of assembling a poster presentation for an experimental design with my cohort group, we proposed a novel reading intervention. This undertaking allowed me to demonstrate my ability to apply evidence-based interventions and use various data collection techniques to support effective practices. It further highlights my comprehension of implementation science and program evaluation principles, while underscoring the importance of championing evidence-based practices in educational settings.

Annotated Bibliography:

Christ, T. J., White, M. J., Ardoin, S. P., & Eckert, T. L. (2013). Curriculum based measurement of reading: Consistency and validity across best, fastest, and question reading conditions. School Psychology Review, 42(4), 415-

I included this article within the Research and Evidence-Based Practice domain because it reflects curiosity around research findings and data interpretation in the context of school psychology. Through this study, I learned how the nuanced factors like passage selection can influence the diagnostic and eligibility decisions in the educational setting. This article presented a comprehensive understanding of how both performance means and equated distribution (ED) procedures could enhance measurement outcomes. As an emerging school psychologist, I gleaned vital insights on the significance of reading material selection in CBM-R and the importance of systematically evaluating student performances to ensure the equivalency of performances across different forms. This research article served as an example of moving beyond basic reliability and validity towards understanding the specific conditions and interpretations of outcomes, a skill that is crucial in developing more effective assessment practices. By understanding and applying such findings, I believe I could assist in accurately identifying students needing support and develop more targeted intervention strategies.

Hammerschmidt‐Snidarich, S. M., Maki, K. E., & Adams, S. R. (2019). Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read. Psychology in the Schools, 56(5), 635-651. https://doi.org/10.1002/pits.22241

I chose to include this article “Evaluating the effects of repeated reading and continuous reading interventions: A comparison of three methods of delivery” by Hammerschmidt‐Snidarich et al., 2019, in part because it is a fascinating study on its own, but also because it was essential literature for a paper I was writing. As an emerging school psychologist, the research by Hammerschmidt‐Snidarich and colleagues underscored the nuances of Repeated Reading (RR) and Continuous Reading (CR) interventions, shedding light on the complex interplay between these strategies and their impacts. It emphasized the need for an individualized approach, taking into account not just the time spent reading but also the quantity of words read, thus shifting away from a one-size-fits-all strategy. The research highlighted the need for adaptability, as RR and CR, while having similar effects on fluency growth, may offer distinct advantages in specific contexts. The rigorous nature of this study, with its meticulous design and analysis, served as a model of research excellence, reinforcing my commitment to ongoing learning, critical evaluation, and evidence-based practice. The insights gained will not only inform my understanding of effective reading interventions but also contribute significantly to my development as a school psychologist committed to employing research-backed strategies to support student success.

Self-Evaluation

Reflecting on my comprehension of research and evidence-based practice in school psychology, I consider my knowledge level to be At Standard in this domain. I have developed an adept understanding of research design, statistics, measurement, and varied data collection and analysis techniques from courses such as EDPS 605 and EDPS 607. These courses provided me with a comprehensive grasp of psychological measurement, statistical techniques, and research methodologies, enabling me to evaluate and apply research in service delivery. In practice, I am capable of implementing evidence-based educational practices, developing effective intervention plans, and using statistics to guide decision-making. I can also understand and utilize principles of implementation science and program evaluation, in part thanks to my prior experiences with research during my undergraduate studies as well. While I am satisfied with my progress, I acknowledge the need for ongoing growth in this dynamic field, where new findings and methodologies are continually emerging. To that end, I am devoted to staying up to date with the latest research and incorporating it into my professional practice to ensure that I deliver the most effective, evidence-based services to learners.