One of the most important, and neglected, aspects of the school assessment process is the feedback phase. The purpose of this exploratory study was to examine the extent to which feedback is being conducted, training in feedback, and the types of feedback practices used in school settings. One hundred thirty-two school assessment professionals were surveyed, and results suggest that most believe in the importance of test feedback and are utilizing it. Results of this study also indicate that test feedback practices are lacking with most practitioners simply plotting scores on a bell curve. Recommendations for more culturally responsive, meaningful, and ethical feedback practices are discussed, including how to incorporate therapeutic assessment values and techniques in school settings.
AbbottM.BernardP.ForgeJ. (2013). Communicating a diagnosis of autism spectrum disorder—A qualitative study of parents’ experiences. Clinical Child Psychology and Psychiatry, 18(3), 370–382. https://doi.org/10.1177/1359104512455813
AnderbergE.SouthM. (2021). Predicting parent reactions at diagnostic disclosure sessions for autism. Journal of Autism Developmental Disorders, 51, 3533–3546https://doi.org/10.1007/s10803-020-04817-5
5.
BaronI. S. (2004). Neuropsychological evaluation of the child. Oxford University Press.
6.
BaxendaleS.WilsonS. J.BakerG. A.BarrW.HelmstaedterC.HermannB. P.LangfittJ.ReunerG.RzezakP.SamsonS.SmithM. L. (2019). Indications and expectations for neuropsychological assessment in epilepsy surgery in children and adults. Epileptic Disorders, 21(3), 221–234. https://doi.org/10.1684/epd.2019.1065.
7.
BraidenH. J.BothwellJ.DufyJ. (2010). Parents’ experience of the diagnostic process for autistic spectrum disorders. Child Care in Practice, 16(4), 377–389. https://doi.org/10.1080/13575279.2010.498415
8.
BroganC. A.KnussenC. (2003). The disclosure of a diagnosis of an autistic spectrum disorder: Determinants of satisfaction in a sample of Scottish parents. Autism, 7(1), 31–46. https://doi.org/10.1177/1362361303007001004
CraneL.BattyR.AdeyinkaH.GoddardL.HenryL. A.HillE. L. (2018). Autism diagnosis in the United Kingdom: Perspectives of autistic adults, parents and professionals. Journal of Autism and Developmental Disorders, 48(11), 3761–3772. https://doi.org/10.1007/s10803-018-3639-1
11.
CraneL.ChesterJ. W.GoddardL.HenryL. A.HillE. (2016). Experiences of autism diagnosis: A survey of over 1000 parents in the United Kingdom. Autism: The International Journal of Research and Practice, 20(2), 153–162. https://doi.org/10.1177/1362361315573636
12.
CurryK. T.HansonW. E. (2010). National survey of psychologists’ test feedback training, supervision, and practice: A mixed methods study. Journal of Personality Assessment, 92, 327-336. https://doi.org/10.1080/00223891.2010.482006
13.
DeMatteoF. (2021). Delivering psycho-educational evaluation results to parents: A practitioner’s model. Routledge.
14.
FallowsR. R.HilsabeckR. C. (2013). Comparing two methods of delivering neuropsychological feedback. Archives of Clinical Neuropsychology, 28(2), 180–188. https://doi.org/10.1093/arclin/acs142
15.
FinnS. E. (2007). In our clients’ shoes: Theory and techniques of therapeutic assessment. Lawrence Erlbaum Associates.
16.
FinnS. E.FischerC. T.HandlerL. (2012). Collaborative/therapeutic assessment: Basic concepts, history, and research. In FinnS. E.FischerC. T.HandlerL. (Eds.), Collaborative/therapeutic assessment: A casebook and guide (pp. 1–24). John Wiley & Sons Inc.
17.
FinnS. E.TonsagerM. E. (1992). Therapeutic effects of providing MMPI-2 test feedback to college students awaiting therapy. Psychological Assessment, 4(3), 278–287.
18.
FinnS. E.TonsagerM. E. (1997). Information-gathering and therapeutic models of assessment: Complementary paradigms. Psychological Assessment, 9(4), 374–385.
19.
ForanA.MillarE.DorstynD. (2016). Patient satisfaction with a hospital-based neuropsychology service. Australian Health Review, 40(4), 447–452. https://doi.org/10.1071/ah15054
20.
GarriottP. P.WandryD.SnyderL. (2000). Teachers as parents, parents as children: What’s wrong with this picture?Preventing School Failure: Alternative Education for Children and Youth, 45(1), 37–43.
21.
GentryL. (2010). Collaborative/therapeutic assessment in the school context: Engaging students in the special education determination process [Doctoral dissertation, University of Texas Austin] ProQuest Dissertations and Theses database.
22.
GlazerA. (2014). Communication matters: Effective oral communication of evaluation results. Communique, 42(6), 32–33. https://www.nasponline.org
23.
GrutersA.RamakersI. H.VerheyF. R.KesselsR. P.de VugtM. E. (2022). A scoping review of communicating neuropsychological test results to patients and family members. Neuropsychology Review, 32(2), 294–315. https://doi.org/10.1007/s11065-021-09507-2.
24.
HackettL.ShaikhS.TheodosiouL. (2009). Parental perceptions of the assessment of autistic spectrum disorders in a tier three service. Child and Adolescent Mental Health, 14(3), 127–132. https://doi.org/10.1111/j.1475-3588.2008.00508.x
25.
HarryB.KlingerJ. (2014). Why are so many minority students in special education? Teachers College Press.
26.
HennelS.CoatesC.SymeonidesC.GulencA.SmithL.PriceA.HiscockH. (2016). Diagnosing autism: Contemporaneous surveys of parent needs and pediatric practice. Journal of Pediatrics and Child Health, 52, 506–511. https://doi.org/10.1111/jpc.13157.
27.
HolmanA. R.D’CostaS.JanowitchL. (2021). Toward equity in school-based assessment: Incorporating collaborative/therapeutic techniques to redistribute power. School Psychology Review, 52(5), 534–547. https://doi.org/10.1080/2372966X.2021.1997060
28.
International Test Commission. (2014). ITC guidelines on quality control in scoring, test analysis, and reporting of test scores. International Journal of Testing, 14(3), 195–217. https://doi.org/10.1080/15305058.2014.918040
29.
JacobsonR. M.HansonW. E.ZhouH. (2015). Canadian psychologists’ test feedback training and practice: A national survey. Canadian Psychology, 56(4), 394–404. https://doi.org/10.1037/cap0000037
30.
KalyanpurM.HarryB.SkrticT. (2000). Equity and advocacy expectations of culturally diverse families’ participation in special education. International Journal of Disability, Development and Education, 47(2), 119–136.
31.
LewakR. W.HoganR. S. (2003). Integrating and applying assessment information: Decision making, patient feedback, and consultation. In BeutlerL. E.Groth-MarnatG. (Eds.), Integrative assessment of adult personality (2nd ed., pp. 356–399). Guilford.
32.
LoL. (2008). Chinese families’ level of participation and experiences in IEP meetings. Preventing School Failure, 53(1), 21–27.
33.
LockwoodA. B.FarmerR. L. (2020) The cognitive assessment course: Two decades later. Psychology in the Schools, 57(2), 265–283. https://doi.org/10.1002/pits.22298
34.
MerkerB.HansonW.PostonJ. (2010). National survey of psychologists training and practice in breaking bad news: A mixed methods study of the MUM effect. Journal of Clinical Psychology in Medical Settings, 17, 211–219.
PattisonE.UreA.MittigaS. R.WilliamsK.FreemanN. (2022). The feedback session of an autism assessment: A scoping review of clinical practice guideline recommendations. Journal of Autism and Developmental Disorders, 52, 1821–1840. https://doi.org/10.1007/s10803-021-05067-9
37.
PopeK. (1992). Responsibilities in providing psychological test feedback to clients. Psychological Assessment, 4(3), 268–271.
38.
PostalK.ArmstrongK. (2013). Feedback that sticks: The art of effectively communicating neuropsychological assessment results. Oxford University Press.
39.
RiddleB. C.ByersC. C.GrimeseyJ. L. (2002). Literature review of research and practice in collaborative assessment. The Humanistic Psychologist, 30(1–2), 33–48. https://doi.org/10.1080/08873267.2002.9977021
40.
RogersC. L.GoddardL.HillE. L.HenryL. A.CraneL. (2016). Experiences of diagnosing autism spectrum disorder: A survey of professionals in the United Kingdom. Autism, 20(7), 820–831. https://doi.org/10.1177/1362361315611109
41.
SalasL. (2004). Individualized educational plan (IEP) meetings and Mexican American parents: Let’s talk about it. Journal of Latinos and Education, 3(3), 181–192.
StonerJ. B.BockS. J.ThompsonJ. R.AngellM. E.HeylB. S.CrowleyE. P. (2005). Welcome to our world: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39–51.
44.
TharingerD. (2019). Assessing children in public schools using therapeutic assessment values and methods. The TA Connection, 7(1), 11–16.
45.
TharingerD.FinnS.HershB.WilkinsonA.ChristopherG.TranA. (2008). Assessment feedback with parents and preadolescent children: A collaborative approach. Professional Psychology: Research and Practice, 39(6), 600–609.
46.
TharingerD.FinnS.WilkinsonA.SchaberP. M. (2007). Therapeutic assessment with a child as a family intervention: A clinical and research case study. Psychology in the Schools, 44(3), 293–309.
47.
VarelaJ.SperlingS.BlockC.O’LearyK.HartE.KiselicaA. (2023). A survey of neuropsychological assessment feedback practices among neuropsychologists. The Clinical Neuropsychologist, 12, 1–28. https://doi.org/10.1080/13854046.2023.2233738
48.
VaughnS.BosC. S.HarrellJ. E.LaskyB. A. (1988). Parent participation in the initial placement/IEP conference ten years after mandated involvement. Journal of Learning Disabilities, 21(2), 82–89.
49.
WongD.PintoR.PriceS.WatsonL.McKayA. (2023). What does competently delivered neuropsychological assessment feedback look like? Development and validation of a competency evaluation tool, The Clinical Neuropsychologist, 38(1), 116–134. https://doi.org/10.1080/13854046.2023.2200205
50.
ZhouH.HansonW. E.JacobsonR.AllanA.ArmstrongD.DykshoornK. L.PottT. (2020). Psychological test feedback: Canadian clinicians’ perceptions and practices. Canadian Journal of Counselling and Psychotherapy, 54(4), 691–714. https://doi.org/10.47634/cjcp.v54i4.61217
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
