Delivering Psychoeducational Evaluation Results to Parents A Practitioner Model 1st Edition by Francis Dematteo ISBN 9780429665042 0429665040

1 Introduction

Basic Premises to the Feedback Model

A Guiding Premise to Delivering Feedback

Verbal Feedback: A Supplement

Published Norm-Referenced Standardized Tests

Standard Scores by Age

Summary

References

2 The Feedback Model’s Necessity

The School Psychologist’s Role

Professional Ethics and Federal Regulations

NASP’s Ethical Principles

APA’s Ethical Principles of Psychologists and Code of Conduct

AERA Standards for Educational and Psychological Testing

Individuals with Disabilities Education Act: Section 300

Providing Psycho-Educational Evaluation Results to Parents: Literature Review

Summary

References

3 Human Learning

The Information Processing Model

Sensory Register

Short-Term Working Memory

Long-Term Memory

Transferring Information within the IPM

The IPM and Feedback Processes

Summary

References

4 Parents and Special Education Meetings

History

Negative Past Experiences with Service Providers

Parents Receiving Misinformation—Rumors

Parents Reflecting on Negative Memories of Themselves as Students

Communication

Characteristics of Parent-Professional Communication

How Parents Prefer Professionals to Communicate

Physical Environment of the Meeting

Characteristics of the Meeting

Organization of Content

Time

Number of People Present

Parent Perceptions of Self

Parent Perceptions of the Professional

Addressing Parents’ Degree of Need: Consumerism and Anomie

Parents as Consumers: A Growing Trend in Special Education

Alleviating Parents’ Degree of Need via the Feedback Model

Structuring the Feedback Meeting

Guiding Communication

Improving Parents’ Perceptions of Self and the Practitioner

Summary

References

5 Prerequisite Practitioner Skills to Utilizing the Feedback Model

Content Related Skills

Principles of the Normal Curve

Characteristics of Standardized Scores and Percentile Ranks

Confidence Intervals

Descriptive Categories of Standardized Scores

Common Constructs Measured During the Evaluation

Process Related Skills

Listening

Paraphrasing

Reframing

Summarizing

Language Etiquette

Summary

References

6 Creating a Permanent Product with the Parent: Utilizing the Feedback Model

Step 1: Host

Rationale

Step 2: Point Out One Unique Attribute of the Child

Rationale

Step 3: Ask the Parent, “What Did Your Child Think of the Evaluation Process?”

Rationale

Step 4: State the Purpose of the Feedback Meeting

Rationale

Step 5: Provide a Broad Overview of the Evaluation and Set an Agenda

Rationale

Step 6: Provide an Overview of Standardized Assessment

Rationale

Step 7: Draw the Graph

Rationale

Step 8: Explain the Caveats to Ranges and Interpretations

Rationale

Step 9: Describe Structure of Cognitive Instrument

Rationale

Step 10: Plot the Overall Cognitive Score and Factor Scores in Appropriate Ranges

Rationale

Step 11: Describe the Structure of Achievement Instrument

Rationale

Step 12: Plot the Overall Achievement Score and Factor Scores in Appropriate Ranges

Rationale

Step 13: Plot the Curriculum Based-Measure (CBM) Results (if Applicable)

Rationale

Step 14: Plot Visual Motor Results (if Applicable)

Rationale

Step 15: Review of Social-Emotional and Behavioral Results

Rationale

Step 16: Conclusions and Recommendations

Rationale

Summary

References

7 Utilizing the Feedback Model with Diverse Populations

Principles of Professional Practice

American Psychological Association

National Association of School Psychologists

Relational Humility

Cultural Humility and Microaggressions

Implications for Practitioners: Developing Cultural Humility and Avoiding Microaggressions

Summary

References

8 Application

Case 1: Steven

Background Information

Current Evaluation Results

Meeting Characteristics

Student Meeting Prior to the Feedback Session

Feedback Session with the IEP Team

Student and Team’s Reaction to Feedback

Commentary

Case 2: Teresa

Background Information

Current Evaluation Results

Meeting Characteristics

Initial Interactions Prior to the Feedback Session

Feedback Session with the IEP Team

Parent and Team’s Reaction to Feedback

Commentary

Summary

9 Conclusion

Index