The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments
The act of writing effective and comprehensive reports is one of the most time consuming tasks, and considered to be one of the most serious and underestimated problem areas facing practicing school psychologists. This Single- Case Design (SCD) study examined whether a functional relationship exists between highly structured performance feedback and various activities that school psychologists engage in; specifically the amount of time school psychologists engage in report writing activities, the knowledge of evidence-based practices related to SLD assessment, and an increased intervention focus in psychologists' psychoeducational reports in four groups of psychologists using a concurrent multiple baseline design. The results demonstrated a functional relationship between performance feedback and SLD report improvement, school psychologists' reported time engaged in various activities, and school psychologists' reported knowledge. Limitations of the study, implications for practice, and directions towards future research are discussed.