Scoping Review of School-Based Psychological Report Writing Practices: Challenges, Best Practices, and Implications
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| Title: | Scoping Review of School-Based Psychological Report Writing Practices: Challenges, Best Practices, and Implications |
|---|---|
| Language: | English |
| Authors: | Stephanie Rahill (ORCID |
| Source: | Psychology in the Schools. 2026 63(4):867-890. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | School Psychology, School Psychologists, Reports, Technical Writing, Parent Attitudes, Teacher Attitudes, Decision Making, Text Structure, Jargon, Readability, Student Evaluation |
| DOI: | 10.1002/pits.70134 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | This scoping literature review presents the findings of empirical literature regarding the report-writing practices of school psychologists, with the goal of evaluating current practices and identifying areas for improvement. The review of empirical literature yielded 55 studies that met inclusionary criteria. Available research meeting inclusionary criteria were coded into five categories: Parent understanding/perceptions of reports; educator understanding/perceptions of reports; impact of reports on decision-making; report organization and structure; and impact of writer characteristics. Findings emphasize the need for reducing jargon, improving readability, and integrating assessment data to enhance their utility for educators and parents. While findings suggest that practical and detailed recommendations are valued by stakeholders, the recommendations included in reports tend to be vague or unrelated to assessment data. Implications for practice are discussed which include strategies for the creation of practical, useful, and strength-based reports that are responsive to referral questions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499106 |
| Database: | ERIC |
| Abstract: | This scoping literature review presents the findings of empirical literature regarding the report-writing practices of school psychologists, with the goal of evaluating current practices and identifying areas for improvement. The review of empirical literature yielded 55 studies that met inclusionary criteria. Available research meeting inclusionary criteria were coded into five categories: Parent understanding/perceptions of reports; educator understanding/perceptions of reports; impact of reports on decision-making; report organization and structure; and impact of writer characteristics. Findings emphasize the need for reducing jargon, improving readability, and integrating assessment data to enhance their utility for educators and parents. While findings suggest that practical and detailed recommendations are valued by stakeholders, the recommendations included in reports tend to be vague or unrelated to assessment data. Implications for practice are discussed which include strategies for the creation of practical, useful, and strength-based reports that are responsive to referral questions. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70134 |
