Document Type

Article

Publication Date

11-18-2022

Publication Source

Psychology in the Schools

Abstract

The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID-19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID-19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed.

ISBN/ISSN

0033-3085

Document Version

Published Version

Comments

The document available for download is the published version, made available in compliance with the publisher's open-access policy. Permission documentation is on file.

DOI: https://doi.org/10.1002/pits.22829

Publisher

John Wiley & Sons

Peer Reviewed

yes

Keywords

COVID‐19 pandemic, internship, school psychology

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