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ERIC Number: ED583208
Record Type: Non-Journal
Publication Date: 2017
Pages: 106
Abstractor: As Provided
ISBN: 978-0-3556-2387-1
Parent Evaluations of Traditional and Consumer-Focused School Psychoeducational Reports
Hite, John F.
ProQuest LLC, Psy.D. Dissertation, William James College
Completion of pyschoeducational reports account for a significant amount of school psychologists' time. The report findings are often used to make high stakes educational decisions about the child. Parents are one of the main consumers of psychoeducational reports and expected to use the information contained in them to participate in making decisions about their child's education. Decades of research about psychoeducational reports have echoed concerns that reports are challenging to read and understand because they are often written at very high reading levels, they use technical jargon, and often emphasize psychometric test results rather than linking integrated results to interventions. Research has also repeatedly suggested that in order for psychoeducational reports to be useful for all consumers, they need to be written at much lower reading levels, integrate information using behavioral terms and include easy to follow recommendations. The current study incorporated previous research findings by developing versions of traditional psychoeducational reports (i.e., high reading levels, use of jargon, test-by-test format) and consumer-focused reports (i.e., lower reading level, use of behavioral terms, integrated results). The study was designed to enable parents to read these traditional and consumer-focused reports about the same fictional child and rate each report using the Parent Report Evaluation Scale, a questionnaire designed for this study to assess report understanding and utility. Parent participants were primarily recruited from schools and online interest groups dedicated to special education advocacy and children with disabilities. There were 153 parents who participated in the current study. Analyses indicated that participants overwhelmingly rated consumer-focused as have greater usefulness than traditional psychoeducational reports. Theme based qualitative analysis also suggested parents found the traditional reports hard to understand while finding the language of consumer-focused reports helpful and organization useful. It would be helpful for future research to examine use of different report types with a more diverse parent sample. Implications of the current study support existing research suggesting graduate trainers and school psychologists should write reports that are much more accessible to all consumers, and future research could aim to further validate a measure for consumers to evaluate school psychological reports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A