Parental interpretation of psychoeducational reports

The intent of the present investigation was to determine the readability of psychoeducational reports and the effectiveness of manipulating selected report variables to facilitate parental interpretation. A sample of 50 reports was analyzed to determine the reading level at which reports were written. One report written at the median reading level was identified as a traditional report and was modified by lowering the reading level, replacing professional terminology, and removing information identified as unrelated to placement decisions. One objective test was developed to measure parents' abilities to interpret both the traditional and modified reports. One hundred fourteen parents were randomly assigned to read either the traditional or modified version of the report. Following treatment, subjects responded to the test instrument. The data indicate that traditional reports are written above the reading level of most parents. In addition, the data support the position that modification of selected report variables facilitates parental interpretation. Suggestions are made to report writers as to how specific modifications can enhance parental access to report contents.     

Congruence and typology of diagnoses in school psychology: An empirical study

Focus is directed upon the logic and import of the assumption that effective preventative and remedial mental health service demands reasonable agreement among service providers as to the nature and course of psychological problems. The study proceeds to test the belief that school psychologists improve in diagnostic agreement as a function of increased training and experience. Seventy-two randomly selected members of groups of novice, intern, and expert school psychologists were presented with three child case studies containing a full breadth of information and were subsequently asked to render diagnoses. It was found that diagnostic agreement was absent at all levels of experience, and further, a trend was noted wherein school psychologists tended to demonstrate increasing disagreement with one another as they acquired more training and experience. The findings were examined in the context of comparative research from allied mental health and educational specialties, with a special concern for discovering prevailing patterns of decision-making errors that result in reduced diagnostic agreement and validity.     

The Portland Problem Behavior Checklist

The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.     

Psychodrama and sociodrama in primary and secondary education

Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others.