Psychoeducational Recommendations: Perceptions of School Psychologists and Classroom Teachers

Abstract

This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducational assessments. Fifteen school psychologists and 25 teachers were interviewed for the study. Findings indicated that recommendations can be categorized into four main types that vary in terms of their implementability as perceived by psychologists, and their helpfulness and ease of implementation to teachers. Findings also revealed that participants found it difficult to provide a valid estimate of the proportion of recommendations actually implemented. Both teachers and psychologists identified the following factors that affect recommendation implementation: practical considerations, consultation practices, teacher personality, knowledge and attitudes, format for presenting recommendations, and type of referral problem. Psychologists also identified psychologist variables, quality of relationships and rapport, and teacher theoretical orientation as factors. Teachers stated that child variables, specificity of recommendations, and support from colleagues, parents, and the psychologist are key factors influencing implementation.