A study of the expository process model in school psychological reports

Abstract

A number of authors have documented complaints made by consumers about psychological reports. Prominent among these complaints are that basic data are not included, that psychological terms whose meanings are not clear are used, and that the logic of the statements in reports is unclear. Ownby and Wallbrown (1986) have proposed a model for report writing that addresses these concerns by specifying the types of data and the mode of data presentation most likely to be viewed positively by readers of reports. This study tested this model by developing comparable sets of statements that might appear in a school psychological report, one set model‐based and the other not. School psychologists rated statements based on the model as significantly more credible and persuasive than non‐model equivalents.

What Makes an Effective Psychoeducational Report? Perceptions of Teachers and Psychologists

“…The literature indicates that professional terminology is a barrier to the usefulness, understanding, and interpretation of information in a psychoeducational report (Cheramie, Goodman, Santos, & Webb, 2007; Tallent & Reiss, 1959), and hinders readers’ comprehension (Brandt & Giebink, 1968). In Ownby's article (1990), consumers of reports indicated that reports: do not contain enough basic data, contain technical terms (jargon), and they are unclear or imprecise. Pelco et al (2009) reported that the use of technical terminology in psychoeducational reports unequivocally hinders readers’ understanding of the report.…”

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

“…Numerous recent authors have also stressed the importance of making explicit links between the referral question, results, conclusions, and recommendations (e.g., Brown-Chidsey & Steege, 2005;Groth-Marnat, 2009;Ownby, 1990;Sattler, 2008;Schwean et al, 2006). In turn, conclusions will be more credible and persuasive (Andrews & Gutkin, 1994;Ownby, 1990). Providing well-reasoned connections between the results and from results to recommendations makes the information meaningful to the reader and creates a stronger message quality.…”

Teacher ratings of three psychological report styles.

“…Batsch (1983) argued that the test-by-test report organization left the burden of responsibility for integrating information and determining the relevance of information to the reader rather than to the writer, where it belonged. A few authors have offered strategies for creating integrated reports, including Ownby (1997, 1990), who recommended the use of an expository process model for developing hypotheses, collecting data, and organizing information in reports; Kamphaus (2005), who explained a process for integrative interpretation; and Pelco and Ward (2007), who described the use of simple process documents to translate raw assessment data into relevant themes. Research support exists for the use of methods like these to integrate assessment data in written reports (Applebaum, 1970; Bagnato, 1980; Hartlage & Merck, 1971; Littlejohn, 1976; Ownby, 1982; Sinclair & Alexson, 1986; Wiener, 1985; Wiener & Kohler, 1986).…”