Using CHC-based Strengths and Difficulties to Communicate Assessment Results to Teachers
The effectiveness of supplementing a psychoeducational report with a CHC-based listing of a student‟s cognitive strengths and areas of difficulty was examined. Elementary-level school teachers read a psychoeducational report, either with or without the supplemental listing, and developed intervention ideas for various school assignments, based on the assessment results. Results indicated no significant differences between groups regarding number of interventions developed. Teachers were, however, significantly more satisfied with the way information was presented in the report when it was supplemented with the CHC-based listing.
Neuropsychology , Report Writing , Psychology Tests , School Psychologists , Elementary School Teachers