This paper reviews the literature on psychological assessment report writing and describes a study of elementary school teachers' (n ϭ 104) ratings of three alternate report styles. Results indicated that teachers assigned higher ratings to reports in which the results were organized by themes rather than in a test-by-test format. Teachers rated the report style with a lowered reading grade level as being the most teacher-friendly. Across all three-report styles, 53% of teachers generated one or more appropriate intervention ideas based on the assessment data. The discussion describes strategies for educating professional psychologists in effective report writing and describes directions for future research.

Universities are increasing their efforts to more clearly demonstrate their social value. This article illustrates how higher education administrators can incorporate collective impact partnerships in their community benefit strategies. The article explores two of the more familiar paradigms for community benefit-community engagement and anchor institution. Collective impact principles and practices are then presented. Finally, a case study provides a tangible example of how one university's role in a collective impact initiative transitioned in response to the community. We end the article with ten takeaways and an invitation for higher education administrators to identify their own learning and action steps that can help shift focus from proving to improving their institution's value to the community.

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Psychological and educational data were analyzed for all school-aged males with hemophilia at the Hemophilia Center of Central Pennsylvania (N = 66). Mean IQ (113.5) was higher than normal, and 2.4 times as many boys with hemophilia were enrolled in gifted programming than is the state average for boys. However, there was a disproportionately high prevalence of attention-deficit/hyperactivity disorder (ADHD; 28.3%), learning disability (LD; 15.8%), and graphomotor weakness. These were not significantly associated with HIV status or type and severity of coagulation disorder. School absenteeism was high but was not significantly related to academic achievement, IQ/achievement discrepancy, need for educational intervention, or diagnosis of ADHD or LD.