Psychological Reports That Work: A Systematic Review and Meta-Analysis of Parent and Teacher Ratings

Objective. Psychological reports are central to assessment practice, yet traditional formats—organized around test scores rather than synthesized interpretations, using technical jargon, and requiring elevated reading levels—may limit parent and teacher understanding and participation. This systematic review and meta-analysis synthesizes experimental evidence on whether consumer-focused (accessible) formats (plain language, thematic organization, actionable recommendations) improve stakeholder outcomes compared to traditional approaches. Method. Following PRISMA 2020 guidelines, U.S. studies were included if they experimentally manipulated report format while holding case content constant and measured parent or teacher understanding, usefulness, or satisfaction. Six studies (N = 505) met inclusion criteria. Hedges' g was pooled using random-effects models with Hartung–Knapp–Sidik–Jonkman (HKSJ) adjustments. Heterogeneity, influence, and publication bias were systematically examined. Risk of bias was evaluated using RoB 2 and ROBINS-I. Results. Accessible formats produced a large, positive effect on parent and teacher outcomes (g = 0.76, 95% CI [0.35, 1.16]; HKSJ-adjusted 95% CI [0.22, 1.28]). Although heterogeneity was substantial (I² = 95%), all studies favored accessible formats. Effects remained robust when including two conceptually similar international studies (k = 8; g = 0.80; HKSJ-adjusted 95% CI [0.39, 1.21]). Leave-one-out analyses showed no study drove the result. Publication-bias diagnostics suggested minimal small-study influence; trim-and-fill imputed no missing studies. Conclusions. Experimental evidence demonstrates that accessible report formats meaningfully improve stakeholder understanding and perceived usefulness. Given IDEA requirements for clear communication and professional standards emphasizing writing for the reader (NASP, APA), findings support accessible report writing as an evidence-based practice. Graduate training programs should treat report design as a core competency alongside assessment and intervention, with explicit instruction in readability targets, thematic organization around functional skills and needs, and behaviorally specific recommendations. Practice settings can easily implement accessible reporting at little cost. Benefits also align with legal obligations and professional ethics.