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

机译：教师的偏好和对心理报告的看法：系统审查

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摘要

This review summarizes primary studies on teachers' preferences and perceptions of the psychological report. A systematic search identified 19 studies meeting the inclusion criteria. These studies were evaluated in terms of (a) psychological report section focus, (b) methodology, (c) research results, (d) discussion, and (e) recommendations. Across the 19 studies, 1,309 general and special education teachers indicated and rated their preferences and perceptions of the psychological report. In terms of the entire psychological report and especially the report recommendations, teachers preferred longer, descriptive, and more detailed reports. Teachers preferred reports that provided enough detail to aid in individualized education planning and recommendation and intervention implementation. Teachers also preferred reports written in integrated theme-based formats as opposed to test-by-test formats. Teachers rated the level of detail and degree of psychological jargon used in reports as currently unsatisfactory. This review summarizes teacher preferences and identifies report features that aid in report comprehension and also provides a research basis from which to inform training and practice in psychological report writing.
机译：本综述总结了教师偏好和对心理报告的看法的初步研究。系统搜索确定了符合纳入标准的19项研究。根据（a）心理报告部分重点，（b）方法，（c）研究成果，（d）讨论和（e）建议，评估这些研究。在19项研究中，1,309名一般和特殊教育教师表示并评定了对心理报告的偏好和看法。就整个心理报告而言，特别是报告建议，教师更喜欢更长，描述性和更详细的报告。教师首选报告提供了足够的细节，以帮助援助个性化教育规划和建议和干预实施。教师还优先于以综合主题为基础的格式编写的报告，而不是测试逐个测试格式。教师评为报告中使用的细节和程度的心理术语，如目前不满意。本综述总结了教师偏好，并确定了援助报告理解的报告特征，并提供了一种研究依据，从中提供通知心理报告写作中的培训和实践。

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