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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