Psychological Reports

Topics: Assessment, Psychometrics, Clinical psychology Pages: 24 (1322 words) Published: December 5, 2014
DEFINITION OF TERMS
• TESTING – SYSTEMATIC PROCEDURE
OF GATHERING INFORMATION;
USUALLY PAPER AND PENCIL TEST
• MEASUREMENT – ASSIGNING A
NUMBER TO THE STUDENT’S
PERFORMANCE IN TEST AND WHAT
DOES THE NUMBER REPRESENT

DEFINITION OF TERMS
• EVALUATION – USED TO MAKE A
DECISION BASED ON CRITERIA
AFTER TESTING AND
MEASUREMENT
– THE PROCESS OF DETERMINING THE
QUALITY OF THE RESULTS OF
INFORMATION; SUMMING UP THE
RESULTS

DEFINITION OF TERMS
• ASSESSMENT – PROCESS OF
COLLECTING DATA OR
INFORMATION OF STUDENTS FROM
MEASUREMENT AND EVALUATION.
– MAY INCLUDE INTERVIEW,
OBSERVATION, PSYCHOLOGICAL
TESTING RESULTS, ETC.

PSYCHOLOGICAL
REPORTS

• A psychological report is a report that a
psychologist writes to summarize services
provided to clients. Often these reports present
the results of an evaluation and will name what
evaluation tests and procedures were used,
present the results of those tests, procedures, and
any observations, and give specific intervention
and service recommendations to address the
reasons for the request for evaluation.

Components of a Psychological Report








The reason for referral
Background information
Assessment procedures
Behavioral observations
Test results
Interpretations and conclusions
Recommendations

The reason for referral
• This is typically the first section and contains the
reasons why the child is being referred for evaluation.
In most instances the teacher or the parent or both will
have requested the evaluation, so what they say will
be very important. It is this information that will be
used to determine what tests and other procedures will
need to be included in the evaluation. So, the more
detailed and useful the referral information, the more
effective and useful the conclusions and interventions
will be.

• For example, a vague and not very useful referral
concern might be, “Jason has trouble learning to
read.”

A more useful referral will include more details,
such as, “Jason has trouble sounding out new
words and remembering sight words. These
difficulties seem to hinder his ability to read a
passage with fluency as well as gain meaningful
information from the passage.”

Procedures
• This section provides a brief description of the
evaluation process. Often this is in the form of
a list of procedures. It usually begins with the
dates on which the psychologist interviewed
the parents and teachers and then lists the
names of tests that were administered, the
names or types of additional procedures such
as observations or rating scales, and the date of
a final meeting to discuss the results of the
evaluation.

Background information
• This section provides a brief history of the child’s
academic, cognitive, physical, and social
development, as well as a brief medical history, and is
obtained typically through interviews with the child,
the parents, and the teachers, and through a review of
any school and relevant
health records. This information provides an
historical backdrop that often proves useful in
interpreting a child’s performance, both in school and
on certain tests.

• For example, the psychologist’s interpretation of
low performance on tests of receptive language
(listening skills) will be different for a child with a
history of chronic ear infections than for a child
with no history of chronic ear infections.

If, in the background information section, there is
a reference to previous evaluations of the child,
then current findings can be compared with earlier
results to determine trends or patterns in the
child’s learning or behavior.

Behavioral observations
• School psychologists often attempt to observe a child in a variety of environments, including the classroom and the
actual testing session. These observations are summarized
in the psychological report. Typically, a description of
specific behaviors that may have had a...
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