PPT 6 Flashcards
Characteristics of a Good Report
- Well written (to maintain credibility of examiner)
- Contains clear findings and specific recommendations based on referral issues
- Does not over-qualify or explain away results
- Geared to the intended audience
- Thoroughly investigates central issues
Common Sections of a Traditional Report
- Identifying information (in the heading)
- Reason for referral
- Background information
- Behavioral observation
- Basis of evaluation
- Test results: Cognitive function; Personality function
- Summary
- Diagnostic impressions
- Recommendations
Behavioral Observations
Adresses notable behaviors observed during the testing
Summary and Recommendations
The summary integrates the findings into a comprehensive but concise picture
Recommendations are often the most important part of the report
- Be as specific as possible
Suggestions
Describe tests rather than name them
- “…on a test that measures the ability to remember and manipulate in one’s head letters and numbers presented orally…”
Use specific examples when they would help explain
Don’t be stick in one way of presenting data - each report is unique
Don’t use superlatives
Common Pitfalls
- POOR WRITING
- Inappropriate detail
- Excessive raw data
- Unnecessary jargon
- Unnecessary abstraction
- Vague language
- Inappropriate generalizations
- Careless use of technical terms
- Recommendations that are impractical/unnecessary
- Exhibitionism
Implication of Client Access
Assume that someday the client will read the report
Therapeutic Assessment “Reports”
Generally written in letter format addressing the client’s questions on which the assessment focuses
For children it may involve a story
Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)
For ages 6 years 0 months through 16 years 11 months
Administration time: for the 10 primary subtests: 65 minutes, for the 7 primary FISQ subtests: 48 minutes
First Wechsler test offering digital format
- Traditional paper & pencil format
- Scoring options:
a. Handscore
b. Q-Global scoring and reporting - Digital format on Q-Interactive
- Scoring: Automatic Scoring & Reporting via Q-Interactive
- Materials: 2 iPads - Administration on Q-Global (made available during COVID)
- Equivalence is still unsettled
- Block Design is not possible online (unless materials are mailed to the parent but that does not protect test materials)
Theoretical Foundation
- Update Vernon’s hierarchical model to evolve with CHC model (Johnson & Bouchard, 2005), working memory models and Neurodevelopment models
- Address additional cognitive processes
- Divide Perceptual Reasoning Index into 2 indices: - Visual Spatial Index
- Fluid Reasoning Index
Hierarchy
FSIQ VCI SI-VO-IN-CO
VSI BD-VP
FRI MR-FW-PCn-AR
WMI DS-Picture Span-LN
PSI CD-SS-CA
Bold - Primary category that go into FSIQ
Italicized - Primary category but not part of FSIQ (they do go into index scores)
Others - Secondary category
See slide
To Enhance Clinical Utility
Add subtests to measure cognitive processes known to be sensitive to learning disabilities (Complementary category)
Useful for the PSW model
- Naming Speed Literacy
- Naming Speed Quality
- Symbol Translation
– Immediate
– Delayed
– Recognition
Descriptive Classifications
130 and above: Extremely high
120-129: Very high
110-119: High average
90-109: Average
80-89: Low average
70-79: Borderline
69 and below: Extremely low
