Psychological reports, individual education programs, and daily lesson plans: Are they related?

D’Amato, Rik Carl; Dean, Raymond S.

doi:10.1037/h0090537

Cited by 24 publications

(13 citation statements)

References 11 publications

(19 reference statements)

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“…Based on this reasoning, hyperactivity in the classroom, when considered together with mild academic difficulties, may have served as a prompt suggesting the need for an outside referral-whereas low academic achievement in isolation may not be as easily noticed by the classroom teacher. There is additional support for this hypothesis in thar teachers have been shown to deal more readily with academic concerns than with problem behaviors in the classroom (e.g., D'Amato & Dean, 1987).…”

Section: Resultsmentioning

confidence: 98%

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

Lassiter

D’Amato

Raggio

et al. 1994

Developmental Neuropsychology

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Section: Resultsmentioning

confidence: 98%

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

Lassiter

D’Amato

Raggio

et al. 1994

Developmental Neuropsychology

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“…This may be particularly important in non-academic areas, as recommendations addressing processing abilities (e.g., memory) have been found to be less often acknowledged and implemented in IPP development (D'Amato & Dean, 1987). The following are recommended in supporting Sally's word-reading development").…”

Section: Implementing the Clear Approach To Report Writingmentioning

confidence: 99%

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

Mastoras

Climie

McCrimmon

et al. 2011

Canadian Journal of School Psychology

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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. RésuméLe rapport psycho-éducatif est la méthode primaire pour un psychologue d'école afin de communiquer ses résultats obtenus lors d'une évaluation. Ce rapport doit être écrit de façon simple et précis, malheureusement, ce n'est pas toujours ce qui est observé. Canadian Journal of School Psychology 26(2)En effet, certaines difficultés face aux rapports psycho-éducatifs sont demeurées constantes au cours des années, malgré les nombreuses recommandations suggérées. Le but de la recherche présentée ici, consiste à fournir un modèle d'encadrement facile à implanter et à intégrer. Ceci permettra d'améliorer les rapports puisqu'ils sont basés sur les preuves et les vastes recommandations qui sont actuellement disponibles dans la littérature. Spécifiquement, l'accent sera mis sur l'approche "C.L.E.A.R.". Cette approche présente des stratégies pratiques ainsi que des exemples illustrant l'utilisation de ce modèle dans un environnement scolaire.

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“…All in all, the psychological report serves to answer the referral question, summarize test results, and inform recommendation and intervention planning (Salvagno & Teglasi, ). As such, the psychological report is often the primary source of information used in the development of the students’ individualized education plan (IEP) and behavior support plan (D'Amato & Dean, ). In many ways, the psychological report is the school psychologists’ primary vehicle through which to influence key stakeholders’ educational decision making and treatment planning and therefore it is critical that it is understandable and perceived as useful (Andrews & Gutkin, ; Rahill, ).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ preferences and perceptions of the psychological report: A systematic review

Umaña

Khosraviyani²,

Castro‐Villarreal

2020

Psychology in the Schools

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This review summarizes primary studies on teachers’ preferences and perceptions of the psychological report. A systematic search identified 19 studies meeting the inclusion criteria. These studies were evaluated in terms of (a) psychological report section focus, (b) methodology, (c) research results, (d) discussion, and (e) recommendations. Across the 19 studies, 1,309 general and special education teachers indicated and rated their preferences and perceptions of the psychological report. In terms of the entire psychological report and especially the report recommendations, teachers preferred longer, descriptive, and more detailed reports. Teachers preferred reports that provided enough detail to aid in individualized education planning and recommendation and intervention implementation. Teachers also preferred reports written in integrated theme‐based formats as opposed to test‐by‐test formats. Teachers rated the level of detail and degree of psychological jargon used in reports as currently unsatisfactory. This review summarizes teacher preferences and identifies report features that aid in report comprehension and also provides a research basis from which to inform training and practice in psychological report writing.

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Psychological reports, individual education programs, and daily lesson plans: Are they related?

Cited by 24 publications

References 11 publications

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

The construct specificity of the continuous performance test: Does inattention relate to behavior and achievement?

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

Teachers’ preferences and perceptions of the psychological report: A systematic review

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