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Parents’ interpretation of psychoeducational results as a function of test score reporting format

University of British Columbia

This study investigated parents' comprehension of psychoeducational assessment results as a function of the type of norm-referenced test score reported and parental experience with psychoeducational assessments. Twenty-nine experienced parents and 37 non-experienced parents completed a questionnaire based on a fictitious assessment report containing intelligence and achievement test scores. The fictitious reports were varied by the type of norm-referenced score used to depict achievement test results. These test results were presented as percentile ranks, grade equivalents, or standard scores (M = 100, SD = 15) and were not significantly discrepant from intelligence test results which were presented as deviation IQ scores. The results indicated that parents were significantly more likely to overestimate the magnitude of the IQ-achievement discrepancy and perceive the presence of a learning disability when achievement scores were presented as percentile ranks or grade equivalents. In contrast, parents presented with standard scores made judgments consistent with the intelligence and achievement test data. They interpreted the scores more accurately and did not perceive a learning disability where the portrayed profile did not justify it. Parents' interpretations of the scores were not influenced by prior experience with psychoeducational assessment reports. Both experienced and non-experienced parents responded similarly across all three types of scores. The results of this study highlight the need for school psychologists to exercise caution when reporting norm-referenced test scores to parents.

Thesis/Dissertation

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2009-01-17

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http://hdl.handle.net/2429/3750

Special Education

University of British Columbia

UBCV

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