[This space left blank for letterhead] CONFIDENTIAL PSYCHOLOGICAL REPORT College Learning Assessment Services Name: First Last Dates of Evaluation: XX/XX/2014 Date of Birth: 1/01/19XX Date of Report: XX/XX/2014 Age: XX years Client Number: XXXX-XXXX Examiner: First Last, Title Supervisor: W. Joel Schneider, Ph.D. Reason for Referral [Why evaluation was sought and a list of questions to be answered] Relevant Background Information [Short and relevant. My goal is to make each sentence worth reading.] Procedures for Evaluation [List of tests and observation systems used. Also list of people interviewed.] Behavioral Observations and Validity of Test Results [REALLY abbreviated. This is not where I talk about raw observational data but overall conclusions about a person and the quality of the test results. Specific observations are often mentioned in later sections rather than here.] Evaluee Name 2 Standard Score Range Labels Key for Interpretation of Ranges Range IQ and Index Scores Scaled Scores T-Scores Percentile Extremely High 140–160 18–19 78–90 99.6–99.997 Very High 130–139 16–17 70–77 98–99.5 High 120–129 14–15 64–69 91–97 High Average 110–119 12–13 57–63 75–90 Average 91–109 9–11 44–56 26–74 Low Average 81–90 7–8 37–43 10–25 Low 71–80 5–6 31–36 3–9 Very Low 61–70 3–4 23–30 0.5–2 Extremely Low 40–60 1–2 10–22 0.003–0.4 Cognitive Abilities General Intelligence General intelligence is estimated from an average of many test scores and refers to a person’s overall capacity to reason, solve problems, and learn useful information. Measures of general intelligence are often the best predictors of a wide range of achievement measures. ??’s general ability is in the XX range. However, because ?? abilities vary considerably (from the YY range to the ZZ range), focusing solely on general intelligence may lead to an inaccurate view of ??’s overall abilities. To ensure that ??’s abilities are conceptualized appropriately, [his/her] specific abilities are described below. Verbal Comprehension & Knowledge Verbal comprehension and knowledge (also known as Crystallized Intelligence) refer to the ability to use language to reason and understand how the world works. Compared to other cognitive abilities, these aspects of intelligence are more easily influenced by factors such as experience, education, and cultural opportunities. Verbal comprehension is the best single predictor of performance on most academic-type tasks. ??’s ability to recall and reason with previously learned verbal information is in the XX range. [If a particular strength or weakness, describe in more detail about the relevance of this ability for this person’s life. Do likewise for each specific ability. If the broad ability needs to be split into several categories, add definitions and explanations as needed] Evaluee Name 3 Nonverbal Reasoning & Novel Problem Solving Nonverbal Reasoning and Novel Problem Solving (also known as Fluid Reasoning) refer to the ability to use logical reasoning and to figure things out without being told exactly how things work. Although ??’s performance on nonverbal reasoning tasks was variable (ranging from the XX to the YY range), his fluid reasoning abilities likely fall in the ZZ range. Visual-Spatial Processing Visual-spatial processing refers to abilities such as being able to visualize how objects should look from different angles and to visualize how to put objects together so that they fit snugly. These types of abilities are not particularly important in most academic tasks (except for geometry and higher mathematics) but are important for tasks in which visual pattern recognition is essential such as the visual arts and mechanical tasks. ??’s visual-spatial abilities are in the XX range. Auditory Processing Auditory processing refers to being able hear speech sounds distinctly. These abilities are particularly important for the acquisition of reading skills. People who have difficulty distinguishing between phonemes (units of speech sounds) are less able to associate those sounds with specific letters. ??’s auditory processing abilities fall in the XX range. Working Memory Working memory refers to the ability to hold information in one’s immediate awareness just long enough to use it (usually less than 15–30 seconds). For example, remembering two-digit numbers just long enough to add them together in one’s head is an example of the use of working memory. Working memory is used to perform most tasks that require focused concentration and multi-step problem solving. ??’s working memory abilities are in the average range. Long-term Memory & Learning Efficiency Long-term memory and learning efficiency refers to the rate and ease with which new information (e.g., facts, stories, lists, faces, names) can be learned and retained. ??’s performance in this area was in the ?? Memory Retrieval Fluency Retrieval fluency refers to the ability to access stored information in a rapid and fluent manner. Everyone has occasional retrieval blockages (e.g., the “on the tip of the tongue” experience when you know you know something but cannot say the answer) but some people experience Evaluee Name 4 these problems more often than others do. Retrieval fluency is relevant to reading comprehension because reading is the act of fluently recognizing a series of words. People who are slow in doing so tend to have more memory errors as they read and thus often need to reread sentences in order to understand them. ??’s performance on such tasks was in the XX range. Information Processing Speed Processing speed refers to the rate at which the brain can process familiar information during very easy tasks that almost everyone can do. Processing speed tests are good predictors of performance on tasks that are so well learned that they are nearly automatic. ??’s processing speed abilities are in the XX range. Academic Abilities Reading Reading ability can be described as consisting of three interrelated abilities: reading decoding, reading fluency, and reading comprehension. Reading decoding is the ability to recognize and pronounce written words presented without context. ??’s ability to decode words is in the XX range. Reading fluency is the ability to read words quickly without having to devote substantial mental effort to decoding them. That is, fluent readers are able to concentrate on comprehending the text because word decoding is effortless and automatic. ??’s reading fluency is in the XX range. Reading comprehension is the ability not only to understand the facts presented in the text but also the ability to figure out things in the text that are not directly stated. That is, it includes the ability to understand the main point of text, to understand things that are referred to indirectly (e.g., a character with a red face and clenched fists is probably angry), and to understand the author’s intentions about why the text was written. ??’s reading comprehension is in the XX range. Written Language Writing skills can be described in terms of spelling, grammar, and written expression. ??’s ability to spell words correctly is in the XX range. ??’s knowledge of written grammar is in the high XX range. Evaluee Name 5 ??’s ability to communicate [his/her] thoughts clearly in writing is within the XX range. [Describe writing in more detail here.] Mathematics Mathematics skills can be described in terms of calculation skills, calculation fluency, and applied problem solving. Overall, ??’s math calculation skills are in the XX range. [Describe what the evaluee can and cannot do.] ??’s ability to recall basic math facts (e.g., adding, subtracting, and multiplying single digit numbers) quickly and accurately is in the XX range. ??’s ability to apply his calculation skills to solve math word problems is in in the XX range. Attention [Describe relevant aspects of attention, if needed.] Social and Emotional Adjustment [Describe relevant aspects of personality, mental health, and social functioning.] Summary [One paragraph description of what is most important for decision makers need to know] DSM-5 Diagnosis [If needed] Recommendations for the Office of Disability Concerns Recommendation 1 Recommendation 2 Personal Recommendations for ?? Recommendation 1 Evaluee Name 6 Recommendation 2 Some resources on Topic X include: o Helpful Book by Author o Helpful website Name, Title Examiner W. Joel Schneider, Ph.D. Supervisor Evaluee Name 7 Test Scores Warning: Psychological test data are easily misinterpreted by people unfamiliar with psychological tests and psychological testing principles. Please consult a licensed psychologist before acting on any interpretation of these scores. Note that the labels used in the “Range” columns of the tables correspond to the graphic below, not necessarily to the range labels suggested in each test’s manual. Evaluee Name 8 Tables and graphs go here. For example: Wechsler Adult Intelligence Scale – Fourth Edition (WAIS–IV) Scale Score Percentile Range Full Scale IQ 117 87 High Average Verbal Comprehension Index 112 79 High Average Similarities 13 84 High Average Vocabulary 13 84 High Average Information 11 63 Average Comprehension* 15 95 High 102 55 Average Arithmetic 9 37 Average Digit Span 12 75 High Average Digit Span Forward 12 75 High Average Digit Span Backward 10 50 Average Digit Span Sequencing 14 91 High 11 63 Average 129 97 High 16 98 Very High 14 91 High Visual Puzzles 15 95 High Matrix Reasoning 14 91 High Figure Weights* 17 99 Very High 108 70 Average Symbol Search 11 63 Average Coding 12 75 High Average Working Memory Index Letter-Number Sequencing* Perceptual Reasoning Index Block Design Block Design No Time Bonus Processing Speed Index Note: Index scores have a mean of 100 and a standard deviation of 15. Scaled scores have a mean of 10 and a standard deviation of 3. * These tests are conceptually related to the factor indexes under which they appear but are not used to compute the factor index. Evaluee Name 9 T-Scores 90 80 70 60 50 40 30 20 10 82 54 61 48 Self 49 72 78 72 Mother Conners' Adult ADHD Rating Scales 42 35 54 44 66 63 60 52