Although most diagnostic features of psychoeducational assessment have received considerable attention from researchers in school psychology, the application of the scientific information developed by this assessment has received comparatively little study. This project studied 20 parents of children who had received psychoeducational diagnostic evaluations. Conferences with parents were tape recorded and independent listener-raters evaluated the extent to which given information categories had been communicated. Parents completed similar evaluation forms both after the conference and as follow-up to assess retention. Both information comprehended and information recalled by parents were low, although raters and examiner-communicator ratings were in agreement that the information had been communicated. Aspects of information which were least comprehended and retained point out which foci of communication may need more elaboration, augmentation, illustration, or explanation. (Author)