About Dr. Dub Services Diagnosis FAQs Links Contact

FAQs

What can I expect in the written report?

The purpose of the psychoeducational report is to view the current functioning of a child in light of past experiences. To this end, the report is divided into a number of sections:
  1. Reason for Referral: The primary concerns and reasons for conducting the psychoeducational assessment are clearly outlined in this initial section.
  2. Assessment Methods: The tests administered and professionals consulted during the evaluation are outlined for the reader.
  3. Background Information: A thorough social-emotional history is completed by the parent from birth to current day functioning. Parents will be asked to report on developmental milestones (e.g., walking, talking), fine and gross motor skills, language development, peer and family relationships, and educational history. For children in school, there is a complete review of report card grades and standardized test results. The background information is key in providing the foundation for a thorough assessment.
  4. Behavior Observations: It is imperative to have an indication of functioning in a number of different environments. Parents, teachers, caregivers, therapists (if appropriate), and others are consulted regarding current observations and functioning of a child. If possible, a school observation is conducted to view the child in the natural academic environment. Observations are also made throughout the individual testing sessions to provide extensive and important information regarding a child's behavior and functioning in a one-on-one testing environment.
  5. Test Results and Interpretation: This section highlights the individual assessment and behavior ratings completed by the student, parent, teacher(s), and others. This section varies depending upon the reason for referral. Findings from the intellectual, academic, information processing, attention and executive functioning, social emotional status and personality inventories are reviewed. An explanation of the skills assessed on each measure is offered. The earned scores (i.e., standard scores and percentile ranks), score classification, and important observations and hypotheses regarding test performance are given in this section. If applicable, the current findings are also compared with prior test results.
  6. Summary/Recommendations: This is the final narrative portion of the report whereby there is a summary of findings and an appropriate DSM-IV diagnosis. Based upon the diagnosis, recommendations are made for home and school environments. Recommendations are well-thought out and relevant to the student, family, and environments that would be able to support a given intervention.
  7. Data Sheets: This section provides tables indicating standard scores and percentile ranks for the norm-referenced tests administered during the battery.




  © 2007 Elyse Dub, Ph. D., NCSP, NYS Licensed Psychologist