Psychoeducational Recommendations: Perceptions of School Psychologists and Classroom Teachers

Abstract

This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducational assessments. Fifteen school psychologists and 25 teachers were interviewed for the study. Findings indicated that recommendations can be categorized into four main types that vary in terms of their implementability as perceived by psychologists, and their helpfulness and ease of implementation to teachers. Findings also revealed that participants found it difficult to provide a valid estimate of the proportion of recommendations actually implemented. Both teachers and psychologists identified the following factors that affect recommendation implementation: practical considerations, consultation practices, teacher personality, knowledge and attitudes, format for presenting recommendations, and type of referral problem. Psychologists also identified psychologist variables, quality of relationships and rapport, and teacher theoretical orientation as factors. Teachers stated that child variables, specificity of recommendations, and support from colleagues, parents, and the psychologist are key factors influencing implementation.

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

“…Approximately 91% of teacher participants were satisfied with the psychological reports they had seen over the previous school year. Consistent with previous research (Borghese & Cole, ; Mallin et al, ) however, teachers particularly rated recommendations as impractical, lacking in utility, too few, and lacking in concreteness for application. The more reports teachers reviewed, the less favorably they rated the psychological report namely in usefulness.…”

“…For practice, practitioners must keep in mind the primary objectives of the psychological report which include answering the referral concern, describing functioning and performance, and the development of the evidence‐based intervention, treatment, and educational plans. Many times the summary and recommendations sections are the only sections read by teachers, educators, and professionals due to time constraints so recommendations must be data‐driven, specific, and detailed enough to enhance the likelihood of implementation (Borghese & Cole, ). With this in mind, practitioners should revisit the importance of report recommendations and how detailed and specific they are as with the entirety of the report.…”

“…They noted a positive implication of their research is that psychologists may be able to strengthen message content by including relevant research and data-based decision making in reports. Borghese and Cole (1994) examined teachersʼ perceptions of the recommendations made in the psychological report and found that teachers want specific and detailed recommendations from the psychological report and are more likely to implement academic interventions over social-emotional or behavioral. Teachers also reported being more likely to implement recommendations if they were practical and easy-to-implement.…”

School Psychology Practices in East and Southern Africa: Special Educators' Perspectives

“…The visibility of school psychologists to special education personnel enhances the chances of collaboration in the design and implementation of interventions for special needs children (Borghese 8c Cole, 1994;Widerstrom, Mowder, 8c Willis, 1989). Furthermore, the role of school psychologists as consultants in the areas of children's social-emotional functioning, special education placement guidelines, and marshaling of community resources for children with special education needs has empirical support (Beauchamp, 1994;Violato, Rattan, Gornal, 8c Perks, 1981).…”

“…Furthermore, the role of school psychologists as consultants in the areas of children's social-emotional functioning, special education placement guidelines, and marshaling of community resources for children with special education needs has empirical support (Beauchamp, 1994;Violato, Rattan, Gornal, 8c Perks, 1981). Perceived usefulness of school psychologists has been linked to implementation of recommended interventions by teachers of special needs children (Borghese 8c Cole, 1994;Gavrilidou, de Mesquita, 8c Mason, 1994).…”