A Follow-up Study of Psychoeducational Recommendations

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Abstract
Psychoeducational evaluation of children with learning problems is a service provided by a variety of educational agencies. However, previous research raises the question of efficacy by demonstrating that an appreciable percentage of recommendations made in the evaluations are never implemented. The Learning Abilities Center at the University of Texas undertook a follow-up study to determine the percentage of recommendations from former evaluations that were reportedly implemented. In two consecutive spring semesters, telephone interviews were held with the parents and teachers of students evaluated the previous spring and fall. The cases, 42 boys and 25 girls, represented an age range of kindergarten through 12th grade. Results were categorized according to type of recommendation. Among categories, percentages of recommendations implemented ranged from 38% to 100%. Overall averages showed that 68% of the parental recommendations and 56% of teacher recommendations were implemented. A number of specific barriers to implementation are discussed in conjunction with practical strategies for alleviating the barriers.

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