Guidelines for oral reporting, with case examples. Special issues in psychoeducational assessment and report writing. Sample psychoeducational reports using this framework. Dombrowski, Ph. He is a licensed psychologist and certified school psychologist who has maintained a psychoeducational and clinical evaluation practice for more than 15 years. Dombrowski has advanced training in the clinical and psychoeducational assessment of children and adolescents.
Psychoeducational Assessments help understand learning profiles and potential learning difficulties
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Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our website at www. ISBN pbk. Report writing. Clinical psychology—Authorship. Lichtenberger, Elizabeth O. E The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clin- ician, books in the series will offer a concise yet thorough way to master utilization of the continuously evolving supply of new and revised instruments, as well as a con- venient method for keeping up-to-date on the tried-and-true measures.
Wherever feasible, visual shortcuts to highlight key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are targeted for an easy understanding of the essentials of administration, scoring, in- terpretation, and clinical application. Theory and research are continually woven into the fabric of each book but always to enhance clinical inference, never to side- track or overwhelm. We want this series to help our readers become the best intelligent testers they can be.
In Essentials of Assessment Report Writing , the authors provide readers with suc- cinct, straightforward methods for writing case reports from beginning to end. Alan S. Kaufman, PhD, and Nadeen L. These reports summarize the data from test administration, integrate relevant qualita- tive information, and directly address the posed concerns. Because these docu- ments inform decision making and remain for years in academic, as well as medical and psychological records, they must be well written.
When well written, assessment reports can enhance treatment, guide and inform instruction, and provide critical information to the referral source and others. The purpose of this book is to review the essential elements and structure of well-written psychological and psycho-educational reports. This book is de- signed for novice report writers, students and interns in training, and profession- als who are required to read and understand reports prepared by others. This text is designed to cover all aspects of preparing a written report as well as to provide illustrative samples of clear, informative reports.
The second chapter reviews many technical aspects of writing.
Demystifying the Psycho-Educational Assessment Report
The seventh chapter discusses personality assessment. The ninth chapter presents special issues related to reports, including feedback, fol- low-up, and the use of computer-generated reports.
An Appendix at the end of the book pro- vides information about tests cited throughout the text. Assessment reports are written for a variety of audiences e. Reports are also written by a variety of professionals e. Although the roles of these professionals differ, they all pre- pare written assessment reports. Ownby suggested the following four desired outcomes: 1.
Answering the referral questions as explicitly as possible 2. Providing the referral source with additional information when it is relevant 3. Creating a record of the assessment for future use 4. To provide accurate assessment-related information e. To serve as a source of clinical hypotheses and appropriate interventions 3.
To provide meaningful baseline information for evaluating progress after interventions have been implemented or time has passed 4. In a school setting, reports are the cornerstone for determining appropriate adjustments, supports, and accommodations; recommending behavioral inter- ventions and instructional strategies; and considering eligibility and need for ser- vices. These types of reports inform the decision-making process by making a di- rect connection between the obtained assessment results and the most relevant types of interventions. Although the general purposes of written reports are similar across specialty areas, some differences exist in the types of evaluation as well as the recipients.
The focus in some evaluations is on the educational needs of an individual, whereas in others the focus is on behavioral or psychological concerns. In some instances, a report is written for another pro- fessional e. In other instances, a report is prepared for the parents of a child in school or directly for the individual.
Regardless of the recipient of the re- port, always assume that parents or the examinee will read it. Therefore, the lan- guage in the report must be readily understandable. School psychologists, speech and language therapists, diagnosticians, and ed- ucational evaluators most often assess children who are not functioning well in aspects of school due to cognitive, academic, developmental, linguistic, or emo- tional concerns.
The results then inform the development of an educational program as well as the selection of methodologies.
The roles of clinical psychologists and neuropsychologists are diverse, as are the reports they prepare. These professionals may work in hospitals, university counseling centers, community clinics, or private practices.
Demystifying the Psycho-Educational Assessment Report
Clinical psychologists commonly share their reports with psychiatrists, psychiatric nurses, psychiatric social workers, and other medical personnel. Most often they are concerned with the assessment and treatment of disorders in behavior, whereas neuropsycholo- gists are more concerned with neurological functioning and how various abilities relate to learning and behavior. Because evaluators work in different settings and write reports for various professionals and purposes, the formats and language of these reports will vary. In addition, reports will vary based upon the types of tests selected as well as the theoretical orientations of evaluators.
In this book, our primary focus is upon the use and interpretation of psycho- logical and educational tests in clinical and educational settings.http://server.geod.in/chicas-lesbianas-gratis.php
We present tests and reports that illustrate samples from the domains of neuropsychology, clinical psychology, school psychology, and education. The cen- tral goal of all reports is improved outcomes for the person being evaluated. An- other common aspect of all assessment reports relates to writing style: The au- thor must create the separate sections of the report but provide integration so that the report forms a cohesive whole.
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These two topics are discussed next. Because testing data are gathered during an assessment, some evaluators spend too much time writing about the obtained test scores rather than about what these scores mean. Because the sheer amount of data can be overwhelming, it seems easier to describe the tests and obtained scores than to interpret what these results imply or mean Figure 1. Unfortunately, when scores become the focal point of a report, the person being assessed seems to disappear in the array of numbers.
Although data are often discussed within a report, present the results in such a way that the reader does not lose sight of the individual. She describes three diverse levels of clinical interpretation: 1 the concrete level, 2 the mechanical level, and 3 the individualized level. Reports written at the concrete level do not draw conclusions beyond scores. The emphasis is placed on describing the various obtained scores. Reports written at the mechanical level focus upon the differences among subtests and factor scores.
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Conclusions are drawn, but they are based only upon the differences among the obtained scores. Reports written at the individualized level draw conclusions that are based upon an integration of background information, behavior, and scores. They are ex- planatory and include qualitative information. The most useful reports are written at the individualized level.
Although these sections are presented separately, to communicate effectively you should organize the assessment report so that it is integrated and forms a cohesive whole.