Meeting performance-based training demands: Accountability in an intervention-based practicum

This article describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psycho logy trainees at the University of Cincinnati. The results of intervention- based services were summed across individual cases developed by trainees as a means of examining the overall effectiveness of the practicum experience . Outcomes are reported as procedural adherence to the model of service del ivery (operationalized as a procedural checklist), graphic analysis of the data, effect sizes, goal attainment scaling, and treatment acceptability Th e methods are discussed as examples of how to meet accountability demands f or training in school psychology while providing comprehensive training in the delivery of intervention-based services.