Psychoeducational Report Research Articles

A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports

ABSTRACT This paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two Danish municipalities a highly interesting pattern was identified, as the need for clear structure in the learning environment was part of the recommendation section in 107 (98, 2%) of 109 analysed reports. An almost similar and identical recommendation was thus repeated across the reports, and the finding is used to discuss what this pattern in the recommendation of EP indicates about EP practices in general and EP’s report writing practices more specifically. The article concludes with a discussion in which the repeated ‘need-for-clear-structure-recommendation’ is understood in light of recent socio-political and global transformations within educational systems.

Preservice teachers' impressions of psychoeducational reports

AbstractThe purpose of the current study was to investigate how preservice teachers perceived the utility of a psychological report for their practice (e.g., creating an individual education plan or a lesson plan). Teacher candidates, who were enrolled in an Inclusive Education course, used fictional psychological reports as the basis for course assignments and were then asked to rate and describe the utility of each report section. Participants reported that most sections of the report were very accessible, and that the recommendations section was the most useful for their teaching practice. Qualitative comments revealed that teacher candidates were employing a student‐focused lens and identifying information that would enable them to support students in their class. Implications are discussed with respect to how to close the knowledge gap between educators and school psychologists.

Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education

ABSTRACT This article is the result of research carried out by a group of activists who advocate for the rights of children with disabilities. They are exploring new approaches to both school counselling and the fight against segregation in order to improve the situation of children in the Spanish education system. It focuses on how the psychoeducational report is a key tool for legitimising school segregation, and how deconstructing it is essential for building inclusive schools. The data analysed were collected from 100 people from all over Spain who took part in a Participatory Action Research project focused on emerging narratives on inclusive schooling. The aim of the project was to gather accounts of the experiences of pupils, families, and activist professionals who are engaged in a determined struggle to make schools inclusive. Participants were able to share their experiences, conduct their analysis through assemblies and cooperative groups, and use networking to transform existing policies, cultures, and practices. The information obtained indicates that the labels used by current psychoeducational reports are based on a clinical model and are focused on children’s deficiencies. They provide limited knowledge about the individuals involved and exercise strong social and symbolic control over them and others.

Translating reports: School psychologists, knowledge-making and pedagogy

This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster’s (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed.

Parent and teacher satisfaction with school‐based psychological reports

AbstractSchool psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions regarding the quality, understandability, and usefulness of school‐based psychological reports. Results of the surveys indicate that both parents and teachers perceive psychological reports as focusing more on tests and test scores as opposed to information that helps to understand the child or assists with intervention development. Strategies for upgrading reports to better meet the needs of parent and teacher readers are discussed.

Teachers’ Use of Psycho-Educational Reports in Mainstream Classrooms

This study investigated how teachers who support children with learning difficulties utilise psychologists’ reports in their teaching practice. Previous research has examined teachers’ preferences for how reports should be written, rather than how they might be used. Semi-structured, qualitative interviews with 12 teachers (seven primary, four high school and one preschool teacher) were undertaken and followed up with member checks and interrater reliability. Findings suggested that while the teachers valued the recommendations section of the report, they were also interested in other sections, particularly information about the student's background. Simultaneously, teachers used information from reports selectively in relation to their own professional knowledge and in collaboration with other stakeholders. Implications for practice and further research are discussed.

Book Review: Psychoeducational assessment and report writing

Book Review: <i>Psychoeducational assessment and report writing</i>

Culturally and Linguistically Responsive Practices in Psychoeducational Reports for English Language Learners

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and linguistic differences in the evaluation process. Results indicated that school psychologists rarely used culturally and linguistically responsive practices such as the use of interpretation and translation services and language proficiency data, as well as limited adherence to legal and ethical recommendations. We address implications for training and practice.

What Makes an Effective Psychoeducational Report? Perceptions of Teachers and Psychologists

The psychoeducational report has many purposes and many readers. Given this, it is imperative that psychoeducational reports are well written, as well as acceptable to and understood by the readers. This study aimed to determine from the perspective of both teacher (report reader) and psychologist (report writer) the factors that make an effective psychoeducational report. The current study examined the effects of report style and language on satisfaction with and understanding and perceived utility of psychoeducational reports as rated by teachers and psychologists with varying degrees of experience. We expected that reports which contained a theme-based organisation and a lower grade reading level would receive significantly higher ratings of satisfaction and utility, and be understood by teachers and psychologists at significantly higher levels than reports with neither or only one of these two characteristics. Results indicated that while teachers in the present study were not more satisfied with the theme-based non-technical report and did not rate it as more useful, they did consider non-technical language easier to understand. Psychologists, in contrast, were not impacted by either variation in report style. The impact of differences between writer and reader on perceived understandability of reports is discussed.

O processo de avaliação psicológica no estado do Paraná

A avaliação psicológica das queixas escolares e a utilização dos testes psicológicos fazem parte da atuação do psicólogo escolar. Este artigo tem como objetivo apresentar os resultados de uma pesquisa realizada em relatórios de avaliação psicoeducacional elaborados por psicólogos, buscando compreender como a avaliação psicológica está sendo realizada pelos profissionais psicólogos no Estado do Paraná. Foram analisados 36 relatórios para encaminhamento de alunos de 5ª a 8ª séries para a Sala de Recursos. De maneira geral, pudemos constatar que 93,44% dos psicólogos utilizam testes de inteligência, mas muitos deles também utilizam observações e analisam as atividades escolares para avaliar as queixas escolares, não se limitando a uma visão psicométrica. A partir dos fundamentos da Psicologia Histórico-Cultural, entendemos que a avaliação deve considerar as potencialidades dos alunos e deve ter como meta contribuir para que eles se apropriem do conhecimento científico elaborado pelos homens.

Assistive Technology Use by Students With LD in Postsecondary Education

An increasing number of students with Learning Disabilities (LD) are enrolling in postsecondary education (PSE). Assistive technology (AT) is often provided to these students to circumvent academic deficits. This article will focus on research at the PSE level and students with LD to (a) identify AT service delivery practices, (b) describe the most frequently used ATs, (c) review research on the efficacy of AT to circumvent academic deficits, and (d) provide suggestions for future research on AT efficacy and for formulation of recommendations within psychoeducational reports. The use of AT by PSE students with LD appears to have moved ahead of research, proving or even testing the effectiveness of ATs in supporting the learning needs of this population.

A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports

Psychoeducational reports are the primary means for a school psychologist to communicate the results of an assessment. Although reports should be written in the most efficient and reader-friendly manner, this is not always the case. Additionally, problems in report writing have remained relatively consistent for several decades, despite recommendations on how reports should be improved. The focus of the current article is to provide an integrated and easily implemented framework for improving psychoeducational reports based on the evidence and broad recommendations currently available in the literature. Specifically, the C.L.E.A.R. Approach to report writing for practitioners is presented, with practical strategies and examples provided to illustrate the use of the model in a school-based setting.

The Use of Graphs to Communicate Psychoeducational Test Results to Parents

One of the major roles of a school psychologist is psychoeducational testing and the preparation of psychoeducational reports. Unfortunately, parents often have difficulty understanding psychoeducational reports. This difficulty might be ameliorated by supplementing psychoeducational reports with graphs. This hypothesis was tested with 144 parents who were asked to read a psychoeducational report either with or without supplemental bar graphs and then to complete recall and satisfaction measures. Parents who read a report with graphs recalled significantly more information correctly than did parents who read a report without graphs. Parents who read a report with graphs also expressed greater satisfaction than parents who read a report without graphs. Regardless of the type of report, parents with a college degree performed better on the recall measure than parents without a college degree.

Assessment for intervention: a problem-solving approach

Foreword, Patti L. Harrison I. IDEAL Problem Solving 1. Introduction, Rachel Brown-Chidsey and Kristina J. Andren 2. Problem-Solving Assessment, Stanley L. Deno II. Identifying Problems 3. Ecological Variables in School-Based Assessment and Intervention Planning, Merilee McCurdy, Michael J. Coutts, Susan M. Sheridan, and Lindsay M. Campbell 4. The Role of Teacher Perspectives in Diagnostic and Program Evaluation of Academic Skills, Tanya L. Eckert, Elizabeth A. Koenig, Bridget O. Hier, and Lauren A. Arbolino 5. Population-Based Strategies for Identifying Schoolwide Problems, Beth Doll, Mary Kelly Haack, and Kristin Bieber 6. Considering Diverse Learner Characteristics in Problem-Solving Assessment, Craig A. Albers, Paige L. Mission, and Brittany Bice-Urbach III. Defining Problems 7. Functional Behavioral Assessment: The Cornerstone of Effective Problem Solving, Mark W. Steege and Jamie L. Pratt 8. Conducting Problem-Solving Interviews, Kristina J. Andren 9. Conducting Systematic Direct Classroom Observations to Define and Assess School-Related Problems, Nathan H. Clemens, Edward S. Shapiro, and Allison L. Seibert 10. Behavioral and Academic Rating Scale Applications within the Problem-Solving Model, Randy T. Busse and Melody Yi 11. Identifying and Validating Academic Problems in a Multi-Tiered System of Services and Supports Model in a Time of Shifting Paradigms, Mark R. Shinn 12. The Role of Intelligence Testing in Understanding Students' Academic Problems, Randy G. Floyd and John H. Kranzler IV. Exploring and Applying Selected Interventions 13. Solution-Focused Psychoeducational Reports, Rachel Brown-Chidsey and Kristina J. Andren 14. The Administrative Role in Transforming Schools to Support and Guide Educational Interventions in an Era of Educational Reform, Mary Lynn Boscardin, Adam Garand, and Patrick Tudryn 15. Treatment Integrity Assessment within a Problem-Solving Model, Lisa M. Hagermoser Sanetti and Thomas R. Kratochwill V. Looking at Effects 16. Visual Representation of Progress Monitoring and Academic Achievement Data, Jack A. Cummings and Rebecca S. MartA-nez 17. Evaluating Intervention Outcomes within Problem-Solving-Based Assessment, Craig A. Albers, Stephen N. Elliott, Ryan J. Kettler, and Andrew T. Roach 18. Student Success Stories, Mary Jean O'Reilly and Kevin Tobin

Case Study: A Gifted Child at Risk

The author uses an annotated psychoeducational report on one young, gifted boy who is encountering behavioral problems in school. This article demonstrates how a comprehensive perspective can point the way to effective intervention. ********** That gifted children face special challenges and risks to their development is not disputed in the literature (Colangelo & Zaffrann, 1979; Whitmore, 1980). In her work on students Supplee (1989) focused on gifted underachievers. Kline and Short (1991) emphasized that gifted boys are more risk than gifted girls for missing the essential window for development of emotional and social intimacy. By interviewing gifted children directly, Ford (1989) identified specific stresses and pressures that can affect gifted youngsters, especially in the social and emotional realms. However, the degree to which the various risk factors interact to affect a child's learning and psychosocial development is typically underrecognized by both professionals and lay people. In discussing the definition of at risk, Tidwell and Garrett (1994) called for clarity in the use of terminology. They pointed out that designating an at-risk syndrome may cause people to miss the point of sound diagnosis and treatment of the various risk factors. We need to appreciate the breadth and complexity of the problem without losing sight of the specific factors that must be addressed. I am a counseling psychologist in private practice specializing in working with gifted children and adolescents. I would like to share a case study illustrating the impact that the interaction of social, emotional, family, educational, and socioeconomic factors in a child's life can have on the development of high intellect and creative potential. This is the story of a young boy who was referred for psychological evaluation by his grandparents, who wanted to know why he was in trouble so frequently school. At the time of his evaluation, Jason had not been identified as gifted. His parents were divorced, with the father in prison and the stepfather facing a life-threatening illness that had created financial and emotional stresses on all family members. In addition, Jason's mother had to drive nearly an hour to and from work each day. Jason missed time in the classroom due to misbehavior, did nor get along well with peers, lived in a small town with limited resources, and had a family history that included depression. Was he risk for underachievement, adjustment problems, depression, violence, and other negative outcomes, or were these outcomes already a reality? If so, could he be reclaimed? The case study consists of the psychoeducational report and additional comments generated from an intellectual and emotional assessment. The report is presented in its entirety (a) to show what can be learned from a thorough evaluation in addition to an IQ test and (b) to demonstrate recommendations that can be generated as a result of the assessment process. Comments are inserted as explanatory material not usually included in a psychological report. Names and other identifying information have been changed to protect the confidentiality of the child and his family. Name: Jason Wilson Harmon Date Tested: 2/25/97 Date of Birth: 2/7/89 Place of Examination: CSC Office Age: 8 years 0 month Grade in School: 2nd Examiner: Caryln L. Saunders, Ph.D., licensed psychologist Reason for Referral: Jason Wilson Harmon was referred for psychological and academic evaluation by his maternal grandparents, Louis and Dorothy Carson, due to concerns about behavior problems school. Testing was carried out for three purposes: 1. to determine his strengths and weaknesses; 2. to determine if he might benefit from placement in programs for gifted students; and 3. to assist in educational planning. Jason seems bright and capable, and he makes straight As despite being sent to in-school suspension for various behavior problems, including fighting and lying. …

Assessing Student Performance in Distance Education Courses: Implications for Testing Accommodations for Students with Learning Disabilities

In the virtual learning community of distance education, instructors must take into account the increased diversity of learners when determining assessment practices, test formats, and assessment strategies. This article highlights some of the defining characteristics of distance education courses and their impact on traditional assessment practices for instructors and students, including those with learning disabilities. Current diagnostic procedures, and psychoeducational reports in particular, typically offer little or no guidance on how to effectively assess students with learning disabilities in distance education courses. Understanding the interface between a technologically mediated environment and the cognitive processes involved in learning paves the way for more effective assessment of performance and more relevant evaluation reports for students with learning disabilities. The implications for adapting traditional test accommodations are also discussed.

Evaluation Practices for College Students with LD

To examine current practices in the use of psychoeducational evaluations for service delivery, we surveyed 91 service providers to college students with learning disabilities. The three purposes of the survey were to determine (a) whether service delivery decisions are based on information from psychoeducational evaluations, (b) which sections of the psychoeducational report are most useful in making service delivery decisions, and (c) the respondents' satisfaction with the tests and measurements for service delivery. The findings supported the common belief that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported that all sections of the psychoeducational evaluation written report were useful, with the least useful section being test scores and the most useful being the summary of cognitive strengths and weaknesses. However, the section used most often for service delivery decisions was the professional's recommendations.

Influencing attitudes regarding special class placement using a psychoeducational report: An investigation of the elaboration likelihood model

In view of recent suggestions that school psychologists focus their research and practice on interpersonal influence with adults, this study investigated variables, drawn from the Elaboration Likelihood Model (ELM), that might be manipulated to enhance the persuasiveness of a psychoeducational report. Following random assignment, teachers in training were presented with reports containing counterattitudinal recommendations regarding the placement of a behavior-disordered student in either a mainstream or a self-contained program. All reports were identical except that they varied according to message quality, source credibility, and recipient involvement. Multivariate and univariate analyses of variance revealed that the participants were more persuaded by reports with high message quality, and the disposition to consult with a specialist after reading a report was fostered by perceptions of high recipient involvement and either high message quality or high source credibility. The results are discussed in terms of the Elaboration Likelihood Model and professional school psychology practice.

A Comparison of Teachers' Responses to Dynamic and Traditional Assessment Reports

Teachers trained in one of two highly contrasting models of education for preschool children rated psychoeducational assessment reports on two scales designed to tap report characteristics and expectations for the examinee's learning potential. One-half of the teachers were trained in the traditional DISTAR model; the other half were trained in the Coged model. One-half of the teachers of each background read a report based on a traditional psychoeducational report; the other half read a report based on a dynamic assessment report. Neither type of report was rated higher for its contributions to program planning. Several interactions between teacher training and report type were obtained. We conclude that the usefulness of an assessment report depends on a number of factors including type of assessment conducted, the contents of the report, and the theoretical perspective of the consumer of the report.

Social Validation of Psychoeducational Assessment Reports

The present study obtained written feedback concerning psychoeducational reports about youngsters referred to a pediatric hospital for known or suspected learning difficulties. A total of 269 questionnaires, with reference to 80 reports, were sent to parents and professionals. The results indicated that the reports were rated favorably in terms of understandability, explanatory value, and usefulness. There was a trend for parents and physicians to rate the report as less understandable than did school professionals. Parents rated the recommendations as more useful and reported implementing more of the recommendations than did teachers. These results are discussed with reference to service delivery.