Presenter(s)

• Laura Rodriguez, Behavioral Health Fellow, Vail Health Behavioral Health
• Cristina Bambaren-Palmer
• Joseph Aruguete, Northern Arizona University
• William Louderback, School Psychologist Intern, Northern Arizona University
• Michael Woodward, Student, Northern Arizona University

Abstract

School psychologists are tasked with making data-based decisions from a range of sources, often relying on abstract reasoning and clinical judgment. For training programs, this means preparing future school psychologists to integrate diverse theoretical frameworks, engage in cross-cultural understanding, and applying these elements to psychological and psychoeducational assessment, and service delivery. However, research on how training programs effectively develop the concrete skills necessary for such integration is scarce. This gap can result in inconsistent, uninformed decision-making, with serious implications for diagnostic accuracy and intervention planning. For example, cognitive biases and lack of fidelity often contribute to the disproportionate representation of certain demographic groups in special education (Wilcox & Schroeder, 2015; Sullivan & Proctor, 2018). To address this, we propose integrating science-based case conceptualization into school psychology training programs. Zaheer and Farmer (2020) describe case conceptualization as a dynamic process that refines and adapts as new information becomes available, helping safeguard against biases and heuristics. This presentation will highlight how this approach can be applied across all levels of graduate training to improve student outcomes and ensure more consistent, evidence-based practices in school psychology.