An Inquiry: The Role of Teachers in Psychoeducational Assessments

Date of Award


Document Type

Doctoral Research Paper

Degree Name



Graduate School of Professional Psychology

First Advisor

Laura Meyer, Ph.D.

Second Advisor

Nicole Taylor, Ph.D.

Third Advisor

William Sobesky, Ph.D.


Psychoeducational assessments, Children, Schools

Publication Statement

Copyright held by the author. Permanently suppressed.


Psychoeducational assessments evaluate an individual’s functioning within an educational setting. They require the involvement not only of the examinee, but of those invested in the student’s educational and psychosocial development. Teachers, by nature of their profession, play a distinct role in the psychoeducational assessment process. To date, research provides limited insight on teachers’ participation in this process. The present study explored the experiences of teachers with psychoeducational assessments within the specific setting of an independent K-8th grade school in Denver, Colorado, highlighting ways in which the school and psychologists can better support a teacher’s needs during and after a psychoeducational evaluation. Results identified participants’ perspectives on and preferences for assessment related tasks as well as areas for needed support.


58 pgs

Paper Method

Program Evaluation/Development

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