Document Type
Poster Session
Department
Education and Human Development
Faculty Mentor
Garry Wickerd, PhD, NCSP, BCBA
Keywords
School Psychologist, Record Review, Psychoeducational Evaluation, Report Writing
Abstract
This poster aimed to describe part of a doctoral dissertation research study that comprehensively investigated school psychologists’ record review practices. Record reviews are a crucial part of the psychoeducational evaluation process (i.e., RIOT method), and there is relatively little previous research literature on this topic. This poster describes the following results: when record reviews are conducted, the amount of time is spent on each part of the RIOT method for initial and reevaluations, and record review approaches. The survey was distributed to school psychologists across the United States via school psychology state associations and Facebook. Results were analyzed via measures of central tendency and dispersion, and revealed new insight into current record review processes of school psychologists in the United States. Specifically, results revealed testing is the most time-consuming piece of psychoeducational evaluations, followed by record reviews. Additionally, school psychologists in this sample reported that the record review is an ongoing process that involves sifting through records rather than utilizing a systematic tool. These results have implications for future research on record reviews, trainers of school psychologists, and practicing school psychologists.
Included in
Educational Psychology Commons, Other Education Commons, Other Psychology Commons, School Psychology Commons, Special Education and Teaching Commons
What About the ‘R’ in RIOT? : A Comprehensive Examination of School Psychologists’ Record Review Processes
This poster aimed to describe part of a doctoral dissertation research study that comprehensively investigated school psychologists’ record review practices. Record reviews are a crucial part of the psychoeducational evaluation process (i.e., RIOT method), and there is relatively little previous research literature on this topic. This poster describes the following results: when record reviews are conducted, the amount of time is spent on each part of the RIOT method for initial and reevaluations, and record review approaches. The survey was distributed to school psychologists across the United States via school psychology state associations and Facebook. Results were analyzed via measures of central tendency and dispersion, and revealed new insight into current record review processes of school psychologists in the United States. Specifically, results revealed testing is the most time-consuming piece of psychoeducational evaluations, followed by record reviews. Additionally, school psychologists in this sample reported that the record review is an ongoing process that involves sifting through records rather than utilizing a systematic tool. These results have implications for future research on record reviews, trainers of school psychologists, and practicing school psychologists.
