Abstract
This chapter discusses how to present the assessment results section of a report. It should be organized so that the user of the report should be able to easily access sections of the report.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Dombrowski, S. C. (2013). Investigating the structure of the WJ-III at school age. School Psychology Quarterly, 28, 154–169.
Dombrowski, S. C. (2014a). Exploratory bifactor analysis of the WJ-III cognitive in adulthood via the Schmid–Leiman procedure. Journal of Psychoeducational Assessment, 32, 330–341. doi:10.1177/0734282913508243.
Dombrowski, S. C. (2014b). Investigating the structure of the WJ III cognitive in early school age through two exploratory bifactor analysis procedures. Journal of Psychoeducational Assessment , 32, 483–494. doi:10.1177/0734282914530838.
Dombrowski, S. C., & Watkins, M. W. (2013). Exploratory and higher order factor analysis of the WJ-III full test battery: A school-aged analysis. Psychological Assessment, 25, 442–455.
Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (2007). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology, 14, 2–12.
Keith, T. Z., & Reynolds, M. R. (2010). Cattel-Horn-Carroll theory and cognitive abilities: What we’ve learning from 20 years of research. Psychology in the Schools, 47, 635–650.
McDermott, P. A., Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8, 290–302.
McDermott, P. A., & Glutting, J. J. (1997). Informing stylistic learning behavior, disposition, and achievement through ability subtest patterns: Practical implications for test interpretation. Special Issue, School Psychology Review, 26,163–175.
Reynolds, C. R. (1981). The fallacy of “two years below grade level for age” as a diagnostic for reading disorders. Journal of School Psychology, 19(4), 350–358.
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
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media New York
About this chapter
Cite this chapter
Dombrowski, S.C. (2015). Assessment Results. In: Psychoeducational Assessment and Report Writing. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1911-6_8
Download citation
DOI: https://doi.org/10.1007/978-1-4939-1911-6_8
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4939-1910-9
Online ISBN: 978-1-4939-1911-6
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)