Case Conceptualization Groups: Supporting School Psychology Graduate Students’ Assessment Practice

Abstract Case conceptualization is a foundational skill for effective assessment practice in school psychology; however, it is often underemphasized in graduate training, particularly in relation to data integration and interpretation. This study examined the use of collaborative, cross-cohort case conceptualization groups as a training approach to support school psychology graduate students’ assessment-related self-efficacy. Participants included second-year practicum students and third-year interns enrolled in a graduate school psychology program who participated in structured case conceptualization groups over one academic year. Using a concurrent triangulation mixed-methods design, students completed pre- and post-intervention surveys assessing confidence in test selection, data interpretation, integration of assessment data, and development of recommendations, along with open-ended reflections. Quantitative results indicated significant increases across all areas of perceived assessment confidence following participation in the groups. Qualitative findings supported these results and revealed developmental shifts in students’ professional language, problem-solving approaches, and emerging professional identities. Practicum students moved from broad enthusiasm to more specific discussions of assessment practice, while interns described growth in facilitation, consultation, and professional reasoning. Findings indicate that collaborative case conceptualization groups are a promising instructional strategy for strengthening assessment-related self-efficacy and supporting cross-cohort learning in school psychology training programs.