REPORT

WRITING
CHAPTER 18
SATTLER (2018)
 Psychological tests

Interviews with the child, his or her parents,

teachers, and others
POTENTIAL
SOURCES OF Questionnaires and rating forms completed
REPORT by a parent, teacher, and/or evaluator
INFORMATION
Self-monitoring forms completed by the
child

Systematic behavioral observations

 SCHOOL RECORDS PRIOR
PSYCHOLOGICAL OR
POTENTIAL PSYCHIATRIC REPORTS
SOURCES OF
REPORT
INFORMATION
(CONT.)

MEDICAL REPORTS OTHER RELEVANT

SOURCES
QUALITIES OF A GOOD REPORT

Well organized Objective

Based upon all of

Unbiased the assessment data
you gathered
 PURPOSES OF THE REPORT

• Provides accurate and understandable

assessment-related information
• Serves as a basis for:
• Clinical hypotheses
• Appropriate interventions
• Information for program evaluation and
research
 PURPOSES OF THE REPORT

• Furnishes meaningful baseline information for

evaluating:
• Child’s progress after implementing
interventions
• Changes in the child that have occurred over
time
• Serves as a legal document
 QUESTIONS FOR PREPARING A
PSYCHOLOGICAL REPORT (PP. 707-711)

Health and
Background Presenting
Developmental
Information Problems
History

Attendance
Records, Classroom Setting
Schools Attended
Suspensions, & and Behavior
Promotions
 QUESTIONS FOR PREPARING A
PSYCHOLOGICAL REPORT (PP. 707-711)

Evaluation
Academic Techniques and Homework and
Performance Teaching Methods Study Habits
in the Classroom

Observations
Learning Style Family Factors During
Assessment
 QUESTIONS FOR PREPARING A
PSYCHOLOGICAL REPORT (PP. 707-711)

Cognitive Memory Ability

Ability and Attention

Adaptive
Learning Ability
Behavior

Speech and Perceptual-

Language Ability Motor Ability
 QUESTIONS FOR PREPARING A
PSYCHOLOGICAL REPORT (PP. 707-711)

Emotions Motivation

Overall
Social Interactions
Assessment
and Interests
Results

Interventions
 CONSIDERATIONS WHEN FORMULATING
REPORTS

Primary Audience Circumstances Examples

After reading the report, Under which circumstances Needed to document or
what new understanding the assessment took place? illustrate statements in the
will the readers have? report.
• What new action will the
readers take?
 CONSIDERATIONS WHEN FORMULATING
REPORTS

Recommendations Personal Values

Based on the assessment findings what this Reflect on how my personal values and
student will need in order to be successful? beliefs may influence the assessment
Should address school and home. process.
OTHER CONSIDERATIONS

Subjective Elements in Strive for objectivity and

the Report accuracy

Write the report as soon as

Promptness in Writing possible after you complete
the Report the assessment

Adequately reflects de
Content of the Report assessment findings
 SECTIONS OF A REPORT

Identifying Assessment Reason for

Report Title
Information Techniques Referral

Background Assessment Clinical

Observations
Information Results Impressions

Recommendations Summary Signature

 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 1 (pp. 719–720)

• Organize the assessment findings by looking for common
themes that run through them, integrating the main findings,
and adopting an eclectic perspective

Principle 2 (pp. 720–721)

• Include only relevant material in the report; omit potentially
damaging material not germane to the evaluation
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 3 (pp. 721–722)

• Be extremely cautious in making interpretations
based on a limited sample of behavior
Principle 4 (pp. 722–723)
• Consider all relevant sources of information about
the child as you generate hypotheses and formulate
interpretations
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 5 (pp. 723–724)

• Be definitive in your writing when the findings are
clear; be cautious in your writing when the findings
are not clear

Principle 6 (p. 724)

• Cite specific behaviors and sources and quote the
child directly to enhance the report’s readability
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 7 (p. 724)

• Consider the FSIQ, in most cases, to be the best
estimate of the child’s present level of intellectual
functioning
Principle 8 (pp. 724-725)
• Interpret the meaning and implications of a child’s
scores, rather than simply citing test names and scores
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 9 (p. 725)

• Obtain the classification of IQs and other test scores
from the numerical ranges given in the test manuals
Principle 10 (pp. 725-726)
• Use percentile ranks whenever possible to describe a
child’s scores
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 11 (p. 726)

• Provide clear descriptions and interpretations of
abilities measured by the subtests when appropriate

Principle 12 (pp. 727–728)

• Relate inferences based on subtest or index scores
to the cognitive processes measured by them; use
caution in making generalizations
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 13 (pp. 728–729)

• Describe the profile of scores clearly and
unambiguously
Principle 14 (pp. 729–730)
• Make recommendations carefully, using all
available sources of information
PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 15 (p. 730)

• Provide justification for each classification
classification or
diagnosis and address all relevant diagnostic criteria
explicitly

Principle 16 (pp. 730–733)

• Communicate clearly, and do not include
unnecessary technical material in the report
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 17 (pp. 733-734)

• Describe and use statistical concepts appropriately;
make sure to check all calculations carefully and to
report the reliability and validity of test results
accurately
Principle 18 (p. 734)
• Avoid biased language
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 19 (pp. 734-736)

• Write a report that is concise but adequate

Principle 20 (p. 736-737)

• Attend carefully to grammar and writing style
 PRINCIPLES OF REPORT WRITING
(CONT.)

Principle 21 (pp. 738-744)

• Develop strategies to improve your writing, such as
using an outline, revising your first draft, using word-
processor editing tools, and proofreading your final
report
Principle 22 (p. 744)
• Maintain security of confidential information
CONCLUDING COMMENT

Presents
information in a
logical manner
Interprets test
Interesting to
results
read
accurately

Is Good Explains test

understandable
Report results clearly
CONCLUDING COMMENT

Provides feasible
Provides an useful
and realistic
summary
recommendations

Answer specific Is concise but

referral questions thorough
Good
Report