Psychoeducational Assessment and Report Writing

Section I. Overview of Psychoeducational Assessment, Report Writing, and Oral Reporting.- Chapter 1. Purpose of Psychoeducational Assessment, Report Writing, and Oral Reporting.- Chapter 2. Interviewing Parents, Teachers, and Other School Personnel.- Chapter 3. Observing the Child.- Section II: Psychoeducational Report Writing.- Chapter 4. General Guidelines on Report Writing.- Chapter 5. Identifying information and Referral Question.- Chapter 6. Assessment Methods and Background Information.- Chapter 7. Assessment Results.- Chapter 8. Conceptualization and Classification and Diagnostic Impressions.- Chapter 9. Summary and Recommendations.- Section III: Sample Psychoeducational Reports.- Chapter 10. Learning Disabilities.- Chapter 11. Autism.- Chapter 12. Emotional Disturbance.- Chapter 13. Intellectual Disability.- Chapter 14. Other Health Impaired Disabilities.- Chapter 15. Miscellaneous Reports: Visual Impairment, Hearing Impairment, and English as a Second Language.- Section IV: Miscellaneous Topics in Psychoeducational Assessment and Report Writing.- Chapter 16. Due Process Hearing and the Independent Educational Evaluation.- Chapter 17. Suggested Guidelines for Oral Reporting.

Stefan C. Dombrowski, Ph.D., is Professor and Director of Rider University's Graduate Program in School Psychology. He is a licensed psychologist and certified school psychologist who has maintained a psychoeducational and clinical evaluation practice for more than 15 years. Dr. Dombrowski has written four books and more than 50 articles/book chapters. He is the 2011 recipient of the Dominick Iorio Distinguished Research Award at Rider University. Dr. Dombrowski has advanced training in the clinical and psychoeducational assessment of children and adolescents. He holds a Ph.D. in school psychology from the University of Georgia and a postdoctoral fellowship in clinical child psychology from the University of California, Davis Medical Center.

"This volume is an outstanding resource for graduate students learning about psychoeducational assessment and report writing for students in grades K to 12, as well as practitioners seeking to update and refine their skills. The text is remarkable in its coverage of a range of disabilities (e.g., intellectual disability, learning disability, autism, emotional disturbance, and other health impairments including ADHD) and methods of data collection (e.g., clinical interview, test observation, classroom observation, developmental history, direct testing, and rating scales). The book is both scholarly and exceptionally practical. Readers will be particularly pleased with the inclusion of numerous samples of reports for children with varying disabilities." -- Thomas J. Power, PhD, ABPP; Chief Psychologist; Professor of School Psychology in Pediatrics, Psychiatry, and Education; The Children's Hospital of Philadelphia; Perelman School of Medicine at University of Pennsylvania

"This book is a practical guide for learning the procedures of psychoeducational assessment, and will serve as a useful reference for practitioners and supervising psychologists. The chapter on interviewing will be helpful to beginning students and the inclusion of the Child Development Questionnaire provides a model for students and practitioners for obtaining the broad range of background information that is central to a fully informed assessment. This volume is grounded in the distinction between the IDEA classification systems used in educational settings and the DSM-5 diagnostic system used in medicine. This is a complex and confusing issue for many in training, and this volume illuminates the issues involved.  In sum, I am favorably impressed by the focus, detail and practicality of this volume. I will recommend it to my colleagues." -- Roy P. Martin; Emeritus Professor University of Georgia