How can a school psychologist best help parents understand the results of an assessment indicating a mild intellectual disability?

Relating assessment results to observable performance aspects is crucial in helping parents understand what the assessment means in practical terms. By connecting data to tangible behaviors and skills the child exhibits, the school psychologist can provide clarity on how a mild intellectual disability affects the child's daily functioning, learning capabilities, and social interactions.

When school psychologists explain the results using specific, observable behaviors that parents can see and understand, it deepens the parents' comprehension of the assessment outcomes. This approach also fosters a more collaborative dialogue between the psychologist and the parents, allowing them to discuss real-life implications and strategies for support.

In contrast, discussing standard scores may be less helpful for parents without a strong background in statistics, as it may create confusion rather than clarity. Comparing results with peers, while providing context, might not resonate with parents who are focused more on their child's unique needs and challenges. Asking parents for their interpretations could shift the focus away from the psychologist's expertise, potentially leading to misunderstandings if parents do not have a baseline for what the results signify.

Therefore, drawing connections between assessment results and observable behaviors is the most effective method for ensuring that parents gain a comprehensive understanding of their child's needs and how to support their development effectively.