ERIC Number: EJ1278454
Record Type: Journal
Publication Date: 2020-Dec
Abstractor: As Provided
Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data
Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E.
Contemporary School Psychology, v24 n4 p478-487 Dec 2020
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that 61.5% of the reports included recommendations, most of which were related to interventions or accommodations. There were no differences in the frequency or types of recommendations between reports that did and did not identify a specific learning disability (SLD), but recommendations were more frequently based on assessment data for students that were identified with SLD, as compared with those who were not. Only 48.5% of the recommendations were rated as related to a difficulty or strength identified in the report.
Descriptors: School Psychology, Student Evaluation, Evidence Based Practice, Intervention, Reports, Disability Identification, Learning Disabilities
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: firstname.lastname@example.org; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A