Proximal and Distal Factors Related To Report Readability among School Psychologists

Abstract Research highlights that parents, teachers, and other stakeholders have difficulty understanding school psychologists’ assessment reports and that stakeholders are more satisfied with reports that contain higher readability. However, few studies have examined correlates of assessment report readability. This study investigated whether proximal (e.g., caseloads, assessment responsibilities, burnout) or distal variables (e.g., degree earned, graduate training experiences related to assessment) were associated with report readability (i.e., Flesch Reading Ease Score, Flesch-Kincaid Grade Level Score, percent of difficult words, and sentences with passive voice). Report readability was assessed with a sample of 45 practicing school psychologists. Flesch Reading Ease Scores ranged from 11.3 to 59.5, ( M = 35.4; SD = 10.1). School psychologists reported an average yearly assessment caseload of 61.5 ( SD = 74.2). 7% of the sample reported being strongly dissatisfied, 20% were dissatisfied, 57% were satisfied, and 16% were very satisfied with assessment feedback received during graduate school. Higher burnout was correlated with higher average hours spent per report ( r = .27) and lower satisfaction with assessment ( r = − .44). Higher computer self-efficacy was correlated with higher Flesch Reading Ease in reports ( r = .27). Study limitations and directions for future research and practice are discussed.