Essentials Of Assessment Report Writing – Schneider

Recommendations that are not clear will be ignored. For example, few parents or teachers would know what to do with a recommendation such as “Use exaggerated auditory reformulations, particularly for spelling.” Instead express such ideas in terms of ordinary experience: “When Jessica has difficulty pronouncing or spelling a word, slowly pronounce each sound in the word in an exaggerated manner (like Cookie Monster grunting out the sounds of “FFFF–OOOO‐DDDD”).

Long lists of unelaborated suggestions in rapid succession tend to confuse and over- whelm. One case report provided the following recommendation: Due to evidence of language‐based learning difficulties, help Austin to process complex and/or lengthy auditory information and oral directions, improve verbal organization and verbal formulation skills, build word and label retrieval skills, ability to interpret questions, descriptive and persuasive skills, ability to paraphrase information concisely and sequentially, ability to organize information, ability to answer questions, and apply his higher‐level metalinguistic skills to classroom materials.

Even if the needless technical jargon were removed and the awkward phrasing were fixed, this scattered collection of overly abstract suggestions is not likely to have any influ- ence. It would be far more effective to develop one or two of these ideas into a specific set of workable plans. Be Specific For all types of interventions, recommendations that address the intensity and duration of the services are often helpful. Examples include the following: • Provide Sandra with 30 minutes daily of individual tutoring for 15 weeks.

• Provide Jake with psychological counseling for at least 1 year. • Because of his continued suicidal ideations and delusions, consider sending Ruben to a therapeutic treatment program for 18 months. Alternatively, you may write a recommendation that contains a time line for the com- pletion of the goal. Adjust the Specificity of Your Recommendations to the Specificity of the Situation Reports will also differ in the specificity of recommendations.

Some reports may refer to general interventions, whereas others will include suggestions for specific techniques and materials. We distinguish three levels of specificity in recommendations: (1) broad, (2) specific, and (3) detailed.

Essentials of Psychological Assessment Series Series Editors, Alan S. Kaufman and Nadeen L. Kaufman Essentials of 16 PF ® Assessment by Heather E.‐P. Cattell and James M. Schuerger Essentials of ADHD Assessment for Children and Adolescents by Elizabeth P. Sparrow and Drew Erhardt Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders by Celine A.

Saulnier and Cheryl Klaiman Essentials of Assessing, Preventing, and Overcoming Reading Difficulties by David A. Kilpatrick Essentials of Assessment Report Writing, Second Edition by W. Joel Schneider, Elizabeth O. Lichtenberger, and Nancy Mather Essentials of Assessment with Brief Intelligence Tests by Susan R. Homack and Cecil R. Reynolds Essentials of Autism Spectrum Disorders Evaluation and Assessment by Celine A.

Saulnier and Pamela E. Ventola Essentials of Bayley Scales of Infant Development–II Assessment by Maureen M. Black and Kathleen Matula Essentials of Behavioral Assessment by Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus Essentials of Career Interest Assessment by Jeffrey P. Prince and Lisa J. Heiser Essentials of CAS‐2 Assessment by Jack A. Naglieri Essentials of Child and Adolescent Psychopathology, Second Edition by Linda Wilmshurst Essentials of Cognitive Assessment with KAIT and Other Kaufman Measures by Elizabeth O.

Lichtenberger, Debra Broadbooks, and Alan S. Kaufman Essentials of Conners Behavior Assessments™ by Elizabeth P. Sparrow Essentials of Creativity Assessment by James C. Kaufman, Jonathan A. Plucker, and John Baer Essentials of Cross‐Battery Assessment, Third Edition by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso Essentials of DAS‐II ® Assessment by Ron Dumont, John O. Willis, and Colin D. Elliot Essentials of Dyslexia Assessment and Intervention by Nancy Mather and Barbara J.

Wendling Essentials of Evidence‐Based Academic Interventions by Barbara J. Wendling and Nancy Mather Essentials of Executive Functions Assessment by George McCloskey and Lisa A. Perkins Essentials of Forensic Psychological Assessment, Second Edition by Marc J. Ackerman Essentials of Gifted Assessment by Steven I. Pfeiffer Essentials of IDEA for Assessment Professionals by Guy McBride, Ron Dumont, and John O. Willis Essentials of Individual Achievement Assessment by Douglas K. Smith Essentials of Intellectual Disabilities Assessment and Identification Alan W.

Brue and Linda Wilmshurst Essentials of KABC‐II Assessment by Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher‐Janzen, and Nadeen L. Kaufman Essentials of MCMI ®‐IV Assessment by Seth D. Grossman and Blaise Amendolace Essentials of Millon™ Inventories Assessment, Third Edition by Stephen Strack Essentials of MMPI‐A™ Assessment by Robert P. Archer and Radhika Krishnamurth Essentials of MMPI‐2 ® Assessment, Second Edition by David S. Nichols Essentials of Myers‐Briggs Type Indicator ® Assessment, Second Edition by Naomi Quenk Essentials of NEPSY ®‐II Assessment by Sally L.

Kemp and Marit Korkman Essentials of Neuropsychological Assessment, Second Edition by Nancy Hebben and William Milberg Essentials of Nonverbal Assessment by Steve McCallum, Bruce Bracken, and John Wasserman Essentials of PAI ® Assessment by Leslie C.

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• ISBN: 9780471394877, 9781119218746, 9781119218753, 9781119218685
• Pages: 489
• Language: English (en)

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