Partnering with School Psychology Students to Improve Reading Intervention Training

Curtis, N.A. (Nicholas)¹, Gilligan, T.D. (Tammy)², Trice, A.D. (Ashton)^3
1Marquette University, 1250 W Wisconsin Ave., Zilber Hall 203, 53233, Milwaukee, Wisconsin, USA
²James Madison University, 800 S Main Street, 22807, Harrisonburg, Virginia, USA
³James Madison University, 800 S Main Street, 22807, Harrisonburg, VA, USA

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

School Psychology Training, Reading Interventions, Student Partnership

Summary

 

What can a school psychology training program do when the content and curriculum needs to be revised or updated? The best course of action is likely to adjust, remove, or add a component to the program curriculum; but what do we change? Do we implement a specific module or course, or do we integrate the content across the program? In considering these questions, we realized that our students are the only ones who experienced the existing curriculum (despite what was planned by instructors) and are those that would benefit most from program improvement. Thus, it makes sense to include them in any changes. During this session, we will present the results of systematically involving all students in a school psychology training program in examining and making adjustments to reading-focused curricula. Specifically, students were invited to share their experiences and to visualize their educational pathway towards specific intended reading outcomes. As a result of this process, we gained new and more in-depth information about the actual curriculum and the most logical changes that might result in the desired outcomes. Both the process and specific changes to our reading curriculum will be shared.

Auteurs