Don't do more do different: A qualitative description of teachers' perceptions of and experiences with the psychoeducational assessment process

Abstract

AbstractAlthough teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire psychoeducational assessment process. Previous research has relied on surveys and has assumed that teachers have a foundational understanding of the purpose of the assessment. The current study used qualitative description to examine teacher perceptions of and experiences with the psychoeducational assessment process. Ten public school teachers participated in individual interviews about their perceptions of and experiences with psychoeducational assessment. Results indicated a “bidirectional disconnect” such that psychologists do not translate assessment findings into a useful product that teachers can apply to the classrooms; reports were described as too long and jargon‐filled, with vague recommendations and feedback meetings do not allow for collaboration or discussion. However, the data also suggested that teachers do not fully understand the purpose and scope of the psychoeducational assessment, the types of referrals that are appropriate, foundational psychological principles, and/or the scope of practice of the school psychologist. Recommendations for practice are provided along with a call for increased interprofessional education and practice in education.