Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data

Autor/inn/en	Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E.
Titel	Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data
Quelle	In: Contemporary School Psychology, 24 (2020) 4, S.478-487 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Matthew K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00313-w
Schlagwörter	School Psychology; Student Evaluation; Evidence Based Practice; Intervention; Reports; Disability Identification; Learning Disabilities + Suchen Sie Ihr Suchwort? Schulpsychologie; Schulnote; Studentische Bewertung; Abschlussbericht; Berichten; Learning handicap; Lernbehinderung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01