Abstract:
The current study used a questionnaire to explore 15 elementary school teachers’
perceptions of psychological reports. Teachers indicated the extent to which internal
variables (those inherent to reports, such as clarity) and external variables (those external
to reports, such as the school psychologist’s experience) impact their decision to read
reports and implement recommendations. Overall, teachers rated all variables as having
at least somewhat of an impact on their decision to read reports and implement
recommendations. As well, all teachers indicated that they perceive all sections of reports
as at least somewhat useful, and that they attempt to implement recommendations at least
some of the time. Most teachers reported typically reading entire reports, and all teachers
reported typically reading the majority of report sections. Teachers predominantly
mentioned external variables related to classroom workings when listing factors that
impact the frequency with which they attempt to implement recommendations.
