Transcript MHS 6220 Psychoeducational Testing I

Chapter 16
Communicating Assessment
Results
Assessment Procedures for Counselors and Helping Professionals, 7e
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Assessment Reports
Assessment reports serve multiple purposes:
 answer referral questions
 provide the referral source with additional
information about the client
 create a record of the assessment for future
use
 recommend a specific course of action
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Sections of the Assessment Report
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Title and Identifying Information
Identifying information is generally recorded underneath
the title as follows:
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Examinee’s Name
Date(s) of Assessment
Date of Birth
Report Date (date written)
Chronological Age
Examiner’s Name
School and Grade (if assessing a student)
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Reason for Referral
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When drafting the reason for a referral,
consider:
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how the results may be used in the future
who may have access to the data
The reason for the referral will guide the
development of the rest of the report.
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Background Information
Typical information may include:
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Social and developmental history
Medical history
Education
Family constellation
Employment information
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Behavioral Observations
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Observations in all relevant settings should
be included
Areas of observation often include
academic, social, and emotional functioning
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Assessment Instruments and Procedures
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Provide assessment procedures in list
form.
Provide relevant dates
Provide names of any assessment
methods used
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Assessment Results and Interpretation
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Provides the results and interpretation
of results
Interpretations should be supported by:
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information obtained from other test scores
behavioral observations
background information
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Summary
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Integrates key pieces of information
from all sections of the report
Connects the reason for the referral
with the outcomes
Brief and clearly worded
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Recommendations
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The recommendations section should offer
specific suggestions for future action and
resources that may be available.
Recommendations should be tied directly to
the reason for the assessment.
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Practical Reminders When Writing
Reports
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Use Understandable Language
Use Correct Grammar
Integrate Assessment Data
Ethical Use of Computer-based
Narratives
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Feedback Sessions
Feedback sessions serve the following
purposes:
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to review and clarify assessment results
to acquire additional information relevant to
the assessment process
to educate the examinee (and family) about
their what their results mean
to provide recommendations
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Feedback Session Activities
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Have client discuss personal reactions to and feelings
about the test.
Examine whether test results may be attributable to
any cultural factors, such as race, ethnicity, age,
gender, language, or disabling conditions.
Seek additional information from the examinee to
explain any discrepancies or inconsistencies that
becomes evident.
Translate the results into language the client can
understand.
Emphasize strengths and objectively discuss
weaknesses.
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Allow sufficient time for client to assimilate the results.
Listen attentively to what the examinee says.
Observe nonverbal as well as verbal cues.
Check to see whether the examinee understands the test
results.
Correct any misconceptions.
Encourage client to further research or study the meaning
of the results.
Provide some alternatives for the test taker to consider,
based on the test information.
Schedule follow-up sessions, if needed, to facilitate
understanding, planning, or decision-making.
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Problems in Presenting Feedback
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Acceptance
Readiness
Negative Results
Flat Profiles
Motivation and Attitude
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Acceptance of Results
Assessment professionals can enhance acceptance of test
results by doing the following:
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Involve the clients in decision making and general selection of
tests prior to the testing
Establish rapport with the clients so that they trust the counselor
and are relaxed in the sessions
Spend sufficient time interpreting the results to test takers; but,
do not overwhelm them with too much data.
Translate the results into language that the clients can
understand.
Show the validity of the information for the decision(s) to be
made.
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Readiness
The following techniques can help increase an
examinee’s readiness level:
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Have several sessions prior to the feedback session
to build rapport.
Allow the client to bring up the topic of test results;
don’t immediately begin the feedback session with
test interpretation.
Focus on the test rather than on the client.
Reflect the examinee’s responses to feedback.
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Negative Results
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Explain the rationale for cutoff scores and the validity of the
established procedures.
Avoid using negative terms or labels, such as “abnormal” or
“deviant” or “pathological.”
Gain an understanding of the test taker’s perceptions and
feelings.
Accept the test taker’s right to argue with test implications,
without necessarily agreeing with the test taker.
Identify other information about the individual that supports or
does not support the test data.
Discuss the implications of the data and the importance of that
information for decision making.
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Flat Profiles
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When dealing with test results that show no
significant differences across items,
exploring outcomes with the client is critical.
Clients can often provide insights into test
outcomes.
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Motivation and Attitude
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Clients sometimes take assessments for
inappropriate reasons.
Counselors should be aware of client
motivations for taking assessments.
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Feedback Sessions with Parents
When providing parents with feedback regarding
test outcomes for their children:
 Inform parents about the purpose of the
testing
 Show empathy but be honest about results
 Use graphs to help clarify outcomes
 Spend time addressing concerns or questions
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Stages for Presenting Assessments
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Phase 1:
Phase 2:
Results
Phase 3:
Phase 4:
Establishing Rapport
Communicating Assessment
Discussing the Recommendations
Terminating the Interview
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