Abstract
This chapter expands upon the previously presented evidence-based psychoeducational assessment and report writing framework and provides an overview of the fourth pillar of evidence-based psychoeducational assessment and report writing—the mechanics of the psychoeducational assessment and report writing process. Chapter 4 discusses interviewing and gathering of additional sources of data including rating forms, records, and background information. Chapter 5 furnishes an overview of how to conduct an observation. The remaining chapters in the book are devoted to further explicating the fourth pillar of psychoeducational assessment and report writing including integrating information, conceptualizing a classification, writing a report, and providing oral feedback.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Dombrowski, S. C. (2014). Child Development Questionnaire (CDQ). Unpublished Document.
Ericsson, K. A., & Smith, J. (1991). Toward a general theory of expertise: Prospects and limits. Cambridge, MA: Cambridge University Press.
Glutting, J. J., Oakland, T., & McDermott, P. A. (1989). Observing child behavior during testing: Constructs, validity, and situation generality. Journal of School Psychology, 27, 155–164.
Hoyt, W. T., & Kerns, M.-D. (1999). Magnitude and moderators of bias in observer ratings: A meta-analysis. Psychological Methods, 4, 403–424. https://doi.org/10.1037/1082-989X.4.4.403.
LaBarbera, J. D., & Dozier, J. E. (1985). A honeymoon effect in child psychiatric hospitalization: A research note. Child Psychology & Psychiatry & Allied Disciplines, 26(3), 479–483. https://doi.org/10.1111/j.1469-7610.1985.tb01948.x.
Landsberger, H. A. (1958). Hawthorne revisited. Ithaca, NY: Cornell University Press.
McConaughy, S. H., Harder, V. S., Antshel, K. M., Gordon, M., Eiraldi, R., & Dumenci, L. (2010). Incremental validity of test session and classroom observations in a multimethod assessment of attention deficit/hyperactivity disorder. Journal of Clinical Child Adolescent Psychology, 39, 650–666. https://doi.org/10.1080/15374416.2010.501287.
McDermott, P. A., Watkins, M. W., & Rhoad, A. (2014). Whose IQ is it? Assessor bias variance in high-stakes psychological assessment. Psychological Assessment, 26, 207–214.
Mrazik, M., Janzen, T. M., Dombrowski, S. C., Barford, S. W., & Krawchuk, L. L. (2012). Administration and scoring errors of graduate students learning the WISC-IV: Issues and controversies. Canadian Journal of School Psychology, 27(4), 279–290. https://doi.org/10.1177/0829573512454106.
Raudenbush, S. W., & Sadoff, S. (2008). Statistical inference when classroom quality is measured with error. Journal of Research on Educational Effectiveness, 1, 138–154. https://doi.org/10.1080/19345740801982104.
Watkins, M. W., & Canivez, G. L. (2004). Temporal stability of WISC-III subtest composite: Strengths and weaknesses. Psychological Assessment, 16, 133–138.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Dombrowski, S.C. (2020). The Psychoeducational Assessment and Report Writing Process: A General Overview. In: Dombrowski, S. (eds) Psychoeducational Assessment and Report Writing. Springer, Cham. https://doi.org/10.1007/978-3-030-44641-3_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-44641-3_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-44640-6
Online ISBN: 978-3-030-44641-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)