Dissertation/Thesis Abstract

School Psychologists and Learning Consultants Ratings on the Use of Jargon in School Psychology Reports
by Squire, Peter Louis, Psy.D., Fairleigh Dickinson University, 2019, 61; 27669645
Abstract (Summary)

School psychologists’ reports constitute a primary way in which they communicate with teachers, parents, and other educational professionals. It contributes to a battery of information used in making education decisions including eligibility for special education and related services, and informing remedial strategies. Research suggests that reports continue to include a level of jargon that may impact reports in achieving those goals. The current study surveyed school psychologists and learning consultants to investigate if preferences existed for reports that contained jargon, or less jargon. Participants read vignettes that contained jargon and less jargon and completed a 6-item survey after reading each. Respondents also provided feedback on specific items based on their ratings of the vignette they had read. The current study indicated statistically significant differences when comparing respondents’ preference for the low jargon vignettes. However, only school psychologists mirrored these findings. Learning consultants, on the other hand, did not demonstrate a preference for either condition. A discussion of the findings and considerations for further research is included.

Indexing (document details)
Advisor: Kaufman, Judith
Commitee: Zeeman, Roger, Oak, Erika
School: Fairleigh Dickinson University
Department: School Psychology
School Location: United States -- New Jersey
Source: DAI-A 81/6(E), Dissertation Abstracts International
Subjects: Educational psychology, Language, School counseling
Keywords: Assessment, Educational psychology, Psychology, Report writing, School psychology
Publication Number: 27669645
ISBN: 9781392444900
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