B7
Tracks
Track 2 | Shaping the future of assessment
| Saturday, February 14, 2026 |
| 1:30 PM - 2:30 PM |
| Ballroom B |
Overview
1. SLD diagnostic assessment: What parents think, want and need from educational/developmental psychologists
(20 mins PRES)Hayley Anthony.
2. Screening tools for the identification of developmental delay: Findings from a meta-analysis (20 mins PRES) Noushin Arefadib.
3. What makes a psychological report useful? Insights from parents and teachers (20 mins PRES) Elly Quinlan.
Speaker
Ms Hayley Anthony
Director / Psychologist
Raise the Bar Psychology
SLD diagnostic assessment: What parents think, want and need from educational/developmental psychologists.
1:30 PM - 1:50 PMSubmission/ Abstract
The study aimed to quantify parent stress and satisfaction with dyslexia diagnostic assessment in Australia and identify factors associated with (dis)satisfaction alongside aspects of the service which could be improved. This was the first study to directly explore parent stress and satisfaction with dyslexia diagnostic assessment in Australia.
A sample of 69 mothers and 11 fathers whose child had received a dyslexia diagnosis in Australia in the last five years completed an online survey about their stress and satisfaction with different aspects of the diagnostic assessment. Parents also provided suggestions for how dyslexia diagnostic assessment could be improved to better meet their, and their child's, needs.
Results from the survey found that parents were satisfied with most aspects of the diagnostic assessment, including the professionalism of the practitioner, the way the diagnosis was communicated, how long the assessment took, and the written report. However, parents were dissatisfied with the cost of the assessment and with the support provided in the weeks following the assessment, thereby signalling areas which could be improved. Several factors were positively associated with overall satisfaction including whether the parent was expecting and agreed with the diagnosis, whether the assessment was perceived as comprehensive and collaborative, and whether the diagnosis was accepted by the school and helped their child access support. Satisfaction with the manner of the diagnosing professional and satisfaction with the provided report predicted overall satisfaction with the diagnostic assessment, highlighting the importance of these two factors. Five areas of improvement were identified 1) improve access, 2) strengthen the pathway to diagnosis, 3) provide high quality information at time of diagnosis, 4) enhance follow up support, and 5) build school capacity to respond to diagnosis.
Collectively, the study contributes to our understanding of parent diagnostic experiences by identifying that cost and lack of early screening and referral by the child’s school create barriers and cause significant delays to diagnosis. This study further established two critical gaps in service delivery, the provision of high-quality information at the time of diagnosis and support post diagnosis. Addressing these issues may increase parent satisfaction with dyslexia diagnostic pathways and practices and reduce the burden and associated stress on parents in initiating and self-funding assessments and coordinating and advocating for support post diagnosis. The goals for the session are to reflect on parent perspectives and explore implications for clinical practice including how gaps in service can be addressed.
A sample of 69 mothers and 11 fathers whose child had received a dyslexia diagnosis in Australia in the last five years completed an online survey about their stress and satisfaction with different aspects of the diagnostic assessment. Parents also provided suggestions for how dyslexia diagnostic assessment could be improved to better meet their, and their child's, needs.
Results from the survey found that parents were satisfied with most aspects of the diagnostic assessment, including the professionalism of the practitioner, the way the diagnosis was communicated, how long the assessment took, and the written report. However, parents were dissatisfied with the cost of the assessment and with the support provided in the weeks following the assessment, thereby signalling areas which could be improved. Several factors were positively associated with overall satisfaction including whether the parent was expecting and agreed with the diagnosis, whether the assessment was perceived as comprehensive and collaborative, and whether the diagnosis was accepted by the school and helped their child access support. Satisfaction with the manner of the diagnosing professional and satisfaction with the provided report predicted overall satisfaction with the diagnostic assessment, highlighting the importance of these two factors. Five areas of improvement were identified 1) improve access, 2) strengthen the pathway to diagnosis, 3) provide high quality information at time of diagnosis, 4) enhance follow up support, and 5) build school capacity to respond to diagnosis.
Collectively, the study contributes to our understanding of parent diagnostic experiences by identifying that cost and lack of early screening and referral by the child’s school create barriers and cause significant delays to diagnosis. This study further established two critical gaps in service delivery, the provision of high-quality information at the time of diagnosis and support post diagnosis. Addressing these issues may increase parent satisfaction with dyslexia diagnostic pathways and practices and reduce the burden and associated stress on parents in initiating and self-funding assessments and coordinating and advocating for support post diagnosis. The goals for the session are to reflect on parent perspectives and explore implications for clinical practice including how gaps in service can be addressed.
Learning outcomes
1. Understand the journey of dyslexia diagnosis from a parent and caregiver perspective.
2. Recognise barriers to diagnosis and significant gaps in dyslexia assessment service delivery.
3. Reflect on parent perspectives of dyslexia assessment and diagnosis and explore implications for clinical practice including how gaps in service can be addressed.
2. Recognise barriers to diagnosis and significant gaps in dyslexia assessment service delivery.
3. Reflect on parent perspectives of dyslexia assessment and diagnosis and explore implications for clinical practice including how gaps in service can be addressed.
.....
Hayley Anthony is an experienced Educational and Developmental Psychologist, Board approved Supervisor and Co-owner and Director at Raise the Bar Psychology. Hayley’s research examines the views and experiences of parents of children who have Specific Learning Disorders including dyslexia, with a specific focus on the critical time surrounding diagnosis. She has published on parent perceptions of diagnostic terminology and the parent experience of diagnosis. Hayley’s goal is to use her research to enhance clinical care, advance diagnostic assessment services, and improve outcomes for children and families. In private practice, Hayley continues to create and refine services and models of care that are evidence informed, sustainable for practitioners, financially viable, and create lasting impact for families.
Dr Noushin Arefadib
Research Fellow
The University Of Melbourne
Screening tools for the identification of developmental delay: Findings from a meta-analysis
1:50 PM - 2:10 PMSubmission/ Abstract
Aim:
There is no commonly accepted consensus regarding the accuracy of existing tools and numerous limitations exist in the literature.Our research addressed this gap to synthesise and critically appraise the global evidence on the accuracy of developmental screening tools for identifying developmental delay (DD) in children aged 0 to 6 years.
Content:
Drawing from the largest umbrella review and meta-analysis conducted to date, we provide a comprehensive overview of screening tools used internationally, highlighting their diagnostic performance and the methodological strengths and gaps in the literature. The session will explore the prevalence and characteristics of widely used instruments, pooled estimates of sensitivity and specificity, and limitations in current evidence reporting and synthesis. Special attention will be given to the challenges of assessing diagnostic accuracy across diverse populations, the variability of tools and contexts, and the implications of inconsistent reporting for practice and policy. The review also considers issues related to generalisability and the risk of bias in pooled accuracy estimates.
Goals:
By the end of this session, attendees will be able to:
- Recognise the current range and global distribution of developmental screening tools
- Understand the strengths and limitations of available accuracy data
- Apply evidence-based insights to inform practice, research, and policy in early childhood developmental screening
There is no commonly accepted consensus regarding the accuracy of existing tools and numerous limitations exist in the literature.Our research addressed this gap to synthesise and critically appraise the global evidence on the accuracy of developmental screening tools for identifying developmental delay (DD) in children aged 0 to 6 years.
Content:
Drawing from the largest umbrella review and meta-analysis conducted to date, we provide a comprehensive overview of screening tools used internationally, highlighting their diagnostic performance and the methodological strengths and gaps in the literature. The session will explore the prevalence and characteristics of widely used instruments, pooled estimates of sensitivity and specificity, and limitations in current evidence reporting and synthesis. Special attention will be given to the challenges of assessing diagnostic accuracy across diverse populations, the variability of tools and contexts, and the implications of inconsistent reporting for practice and policy. The review also considers issues related to generalisability and the risk of bias in pooled accuracy estimates.
Goals:
By the end of this session, attendees will be able to:
- Recognise the current range and global distribution of developmental screening tools
- Understand the strengths and limitations of available accuracy data
- Apply evidence-based insights to inform practice, research, and policy in early childhood developmental screening
Learning outcomes
At the conclusion of this event, attendees will be able to:
Identify the major developmental screening tools used internationally for children aged 0–6 years, recognising the diversity of approaches across global contexts.
Appraise the strengths, limitations, and diagnostic accuracy of these screening tools, based on pooled evidence from the largest synthesis to date.
Apply insights from the evidence to inform decisions about early identification, research priorities, and the implementation of screening strategies in clinical or policy settings.
Identify the major developmental screening tools used internationally for children aged 0–6 years, recognising the diversity of approaches across global contexts.
Appraise the strengths, limitations, and diagnostic accuracy of these screening tools, based on pooled evidence from the largest synthesis to date.
Apply insights from the evidence to inform decisions about early identification, research priorities, and the implementation of screening strategies in clinical or policy settings.
.....
Dr Noushin Arefadib is a Research Fellow at the Department of Paediatrics, University of Melbourne, specialising in early childhood development and women’s health.Her research is underpinned by a commitment to improving outcomes for vulnerable children and families, with a particular focus on the intersection of education and health. Dr Arefadib is especially interested in how knowledge translation can be harnessed to bridge research and practice, ensuring that evidence informs policy and service delivery in meaningful ways.
She has led a diverse portfolio of community-based research and evaluation projects, including large-scale mixed methods studies and initiatives employing co-design methodologies. Her work is distinguished by a strong emphasis on centring the voices and lived experiences of communities, ensuring that research is both relevant and responsive to those it is intended to benefit.
Dr Elly Quinlan
Senior Lecturer
University Of Tasmania
What makes a psychological report useful? Insights from parents and teachers
2:10 PM - 2:30 PMSubmission/ Abstract
Psychological assessment reports play a vital role in identifying student needs and informing supports across home and school contexts. However, these reports are frequently written in complex, technical language that can be difficult for families and educators to understand- particularly in regions with lower health and education literacy. This project focuses on transforming the way psychological reports are written, with the goal of improving clarity, accessibility, and practical impact.
This mixed-methods study is grounded in the Tasmanian context. The first phase involves focus groups and interviews to explore participants’ lived experiences receiving and interpreting psychological reports. This qualitative component is designed to identify preferences for report language, structure, and content- such as the use of plain language explanations, visual summaries, strengths-based framing, and actionable, context-sensitive recommendations. Participants are also invited to reflect on the emotional impact of reports and the importance of respectful, affirming communication. A subsequent national survey presents de-identified excerpts from different report templates and formats to evaluate their perceived clarity, usefulness, and readability. This will complement the qualitative insights and help inform the development of an evidence-based, plain-language reporting guide for psychologists.
This presentation will share key themes from the focus groups and survey, highlight implications for psychological practice in education and health settings, and invite discussion around how systems can better support effective communication of assessment findings. It will be of interest to psychologists, educators, and service designers working to ensure that assessment practices are inclusive, actionable, and genuinely supportive of young people and their communities.
This mixed-methods study is grounded in the Tasmanian context. The first phase involves focus groups and interviews to explore participants’ lived experiences receiving and interpreting psychological reports. This qualitative component is designed to identify preferences for report language, structure, and content- such as the use of plain language explanations, visual summaries, strengths-based framing, and actionable, context-sensitive recommendations. Participants are also invited to reflect on the emotional impact of reports and the importance of respectful, affirming communication. A subsequent national survey presents de-identified excerpts from different report templates and formats to evaluate their perceived clarity, usefulness, and readability. This will complement the qualitative insights and help inform the development of an evidence-based, plain-language reporting guide for psychologists.
This presentation will share key themes from the focus groups and survey, highlight implications for psychological practice in education and health settings, and invite discussion around how systems can better support effective communication of assessment findings. It will be of interest to psychologists, educators, and service designers working to ensure that assessment practices are inclusive, actionable, and genuinely supportive of young people and their communities.
Learning outcomes
At the conclusion of this event, attendees will be able to:
-Describe the common barriers faced by parents and teachers when interpreting psychological assessment reports.
-Evaluate key elements that improve report readability, emotional accessibility, and practical usefulness.
-Apply evidence-informed strategies to enhance the clarity and stakeholder impact of their own psychological reports.
-Describe the common barriers faced by parents and teachers when interpreting psychological assessment reports.
-Evaluate key elements that improve report readability, emotional accessibility, and practical usefulness.
-Apply evidence-informed strategies to enhance the clarity and stakeholder impact of their own psychological reports.
.....
Dr Elly Quinlan is an Educational and Developmental Psychologist, senior lecturer, and board-approved supervisor with a focus on professional training, ethics, and inclusive practice.
Her research centres on strengthening the structures that support psychology training, with projects exploring practicum documentation, mentoring, professional competency, and tolerance of uncertainty. She also has interests in ACT, recovery-oriented practice, training innovations, and the experiences of mental health carers.
Clinically, Elly works with young people experiencing trauma, attachment disruptions, grief, disability, and neurodivergence. Outside academia, she serves as Deputy Chair of the Psychology Board of Australia’s Registration and Compliance Committee and works as a Witness Intermediary in the Tasmanian justice system, supporting vulnerable witnesses to give evidence.
