Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs

Year: 2024

Issue: Vol. 40 Issue. 3

Journal Name: School Psychology Training and Pedagogy

Title: Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs

Citation: Dennis, A. M., & Jantz, P. B. (2024) Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs. School Psychology Training and Pedagogy, 40 (3), 27-44. 

Abstract: In the past 24 years, two published studies have explored traumatic brain injury (TBI) content knowledge inclusion in school psychology graduate training programs. The current study provides an updated overview of TBI content knowledge instruction in 45 school psychology graduate training programs including what topics are being taught and which are being emphasized. This study also examines time dedicated to instruction, instruction delivery format, how student TBI knowledge is assessed, and program plans to increase instruction of TBI knowledge. Feedback from programs regarding what trainers can do to increase feelings of TBI competency in early-career school psychologists is provided. A sample of 45 master’s, specialist’s, doctoral, or combined degree school psychology graduate training program coordinators/directors were surveyed using a revised version of a piloted, researcher-developed survey. Findings from the current study are consistent with previous findings, and suggest that overall, TBI instructional opportunities provided by school psychology training programs have not changed over time and could be significantly improved and expanded. Implications for school psychology training programs and future directions for research are presented.

Keywords: traumatic brain injury, brain injury, concussion, school psychology graduate training, special education

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