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Accessible Communication in Psychological Evaluation Reports: A Systematic Review and Meta-Analysis.
1Tufts University, Boston, MA, USA. john.hite@tufts.edu.
Child Psychiatry and Human Development
|June 29, 2026
Summary
Accessible psychological evaluation reports improve understanding and outcomes for families, educators, and clinicians. This evidence-supported communication practice uses plain language and clear organization for better decision-making.
Area of Science:
- Psychology
- Communication Studies
- Evidence-Based Practice
Background:
- Psychologists' evaluation reports are crucial for guiding child and adolescent educational and health decisions.
- Traditional reports are often technical, test-focused, and difficult for families, educators, and clinicians to use effectively.
Purpose of the Study:
- To systematically review and meta-analyze experiments comparing accessible and traditional psychological evaluation reports.
- To determine the impact of accessible report writing on reader outcomes in educational and clinical settings.
Main Methods:
- A systematic review and meta-analysis of 14 experiments involving 1,283 readers.
- Comparison of accessible reports (plain language, clear organization, reduced jargon) versus traditional reports (technical language, conventional organization).
Main Results:
- Accessible reports significantly improved reader outcomes, demonstrating a moderate-to-large benefit (Hedges' g = 0.83).
- All 14 experiments showed a preference for the accessible report version.
- Improvements were observed across both educational and clinical settings.
Conclusions:
- Accessible report writing is an evidence-supported communication practice for psychological evaluations.
- Implementing accessible report writing can enhance the usability and impact of psychological evaluations for key stakeholders.
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