1. Assessment Procedures for Counselors and Helping Professionals, 7e © 2010 Pearson Education, Inc. All rights reserved. Chapter 16 Communicating Assessment Results

2. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-2 Assessment reports serve multiple purposes: answer referral questions provide the referral source with additional information about the client create a record of the assessment for future use recommend a specific course of action Assessment Reports

3. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-3 Sections of the Assessment Report

4. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-4 Identifying information is generally recorded underneath the title as follows: Examinee’s Name Date(s) of Assessment Date of Birth Report Date (date written) Chronological Age Examiner’s Name School and Grade (if assessing a student) Title and Identifying Information

5. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-5 When drafting the reason for a referral, consider: how the results may be used in the future who may have access to the data The reason for the referral will guide the development of the rest of the report. Reason for Referral

6. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-6 Typical information may include: Social and developmental history Medical history Education Family constellation Employment information Background Information

7. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-7 Observations in all relevant settings should be included Areas of observation often include academic, social, and emotional functioning Behavioral Observations

8. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-8 Provide assessment procedures in list form. Provide relevant dates Provide names of any assessment methods used Assessment Instruments and Procedures

9. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-9 Provides the results and interpretation of results Interpretations should be supported by: information obtained from other test scores behavioral observations background information Assessment Results and Interpretation

10. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-10 Integrates key pieces of information from all sections of the report Connects the reason for the referral with the outcomes Brief and clearly worded Summary

11. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-11 The recommendations section should offer specific suggestions for future action and resources that may be available. Recommendations should be tied directly to the reason for the assessment. Recommendations

12. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-12 Use Understandable Language Use Correct Grammar Integrate Assessment Data Ethical Use of Computer-based Narratives Practical Reminders When Writing Reports

13. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-13 Feedback sessions serve the following purposes: to review and clarify assessment results to acquire additional information relevant to the assessment process to educate the examinee (and family) about their what their results mean to provide recommendations Feedback Sessions

14. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-14 Have client discuss personal reactions to and feelings about the test. Examine whether test results may be attributable to any cultural factors, such as race, ethnicity, age, gender, language, or disabling conditions. Seek additional information from the examinee to explain any discrepancies or inconsistencies that becomes evident. Translate the results into language the client can understand. Emphasize strengths and objectively discuss weaknesses. Feedback Session Activities

15. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-15 Allow sufficient time for client to assimilate the results. Listen attentively to what the examinee says. Observe nonverbal as well as verbal cues. Check to see whether the examinee understands the test results. Correct any misconceptions. Encourage client to further research or study the meaning of the results. Provide some alternatives for the test taker to consider, based on the test information. Schedule follow-up sessions, if needed, to facilitate understanding, planning, or decision-making.

16. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-16 Acceptance Readiness Negative Results Flat Profiles Motivation and Attitude Problems in Presenting Feedback

17. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-17 Assessment professionals can enhance acceptance of test results by doing the following: Involve the clients in decision making and general selection of tests prior to the testing Establish rapport with the clients so that they trust the counselor and are relaxed in the sessions Spend sufficient time interpreting the results to test takers; but, do not overwhelm them with too much data. Translate the results into language that the clients can understand. Show the validity of the information for the decision(s) to be made. Acceptance of Results

18. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-18 The following techniques can help increase an examinee’s readiness level: Have several sessions prior to the feedback session to build rapport. Allow the client to bring up the topic of test results; don’t immediately begin the feedback session with test interpretation. Focus on the test rather than on the client. Reflect the examinee’s responses to feedback. Readiness

19. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-19 1. Explain the rationale for cutoff scores and the validity of the established procedures. 2. Avoid using negative terms or labels, such as “abnormal” or “deviant” or “pathological.” 3. Gain an understanding of the test taker’s perceptions and feelings. 4. Accept the test taker’s right to argue with test implications, without necessarily agreeing with the test taker. 5. Identify other information about the individual that supports or does not support the test data. 6. Discuss the implications of the data and the importance of that information for decision making. Negative Results

20. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-20 When dealing with test results that show no significant differences across items, exploring outcomes with the client is critical. Clients can often provide insights into test outcomes. Flat Profiles

21. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-21 Clients sometimes take assessments for inappropriate reasons. Counselors should be aware of client motivations for taking assessments. Motivation and Attitude

22. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-22 When providing parents with feedback regarding test outcomes for their children: Inform parents about the purpose of the testing Show empathy but be honest about results Use graphs to help clarify outcomes Spend time addressing concerns or questions Feedback Sessions with Parents

23. Assessment Procedures for Counselors and Helping Professionals, 7e Drummond/Jones © 2010 Pearson Education, Inc. All rights reserved. 13-23 Phase 1: Establishing Rapport Phase 2: Communicating Assessment Results Phase 3: Discussing the Recommendations Phase 4: Terminating the Interview Stages for Presenting Assessments