Assessment Reports: Explained

Conversational Style: How to Read Your Child’s Testing Results

So you’ve completed an evaluation for your child—whether it was for ADHD, autism, learning difficulties, or emotional concerns—and now you have the results in your hands. But what do all those numbers, graphs, and technical terms actually mean?

Reading an assessment report can be overwhelming. It’s full of scores, charts, and clinical language. But understanding it is key to knowing how to help your child. Here’s how to make sense of it.

Understanding the Structure

Most assessment reports are organized into clear sections:

• Referral Reason: Why was the evaluation done? What were the main concerns?
• Background Information: Details about your child’s history, including developmental milestones, school performance, and family dynamics.
• Test Instruments Used: A list of the specific tests given (like the WISC-V, BASC-3, or Conners 3).
• Test Results: The actual scores and what they mean.
• Diagnostic Impressions: The clinician’s conclusions (like ADHD, Autism Spectrum Disorder, or no diagnosis).
• Recommendations: Practical advice on what to do next.

Making Sense of Scores

One of the most confusing parts of the report is the test scores. Here’s what you need to know:

• Standard Scores: Most tests use a standard score scale, where 100 is average. Scores above 115 are considered high, while scores below 85 may indicate challenges.
• Percentiles: These show how your child compares to other kids their age. A score in the 75th percentile means your child scored better than 75% of children in the same age group.
• T-Scores: These are used on behavior rating scales, with an average of 50. Scores above 65 may indicate significant concerns.

What Does It All Mean?

A good report doesn’t just list scores—it explains what they mean. For example:

• A high score in verbal reasoning might mean your child is great with language and problem-solving.
• A low score in processing speed might mean they struggle with timed tasks.
• Elevated anxiety scores might suggest your child worries a lot or has trouble relaxing.

The Diagnostic Impressions Section

If your child meets the criteria for a diagnosis, it will be listed in this section. Common diagnoses in child assessments include:

• ADHD (Attention-Deficit/Hyperactivity Disorder)
• Autism Spectrum Disorder
• Specific Learning Disorder (Reading, Math, Writing)
• Anxiety or Depression

If your child does not meet criteria for a diagnosis, the report may still explain their strengths and challenges.

The Recommendations Section

This is the most important part. It tells you what to do next. Recommendations may include:

• Therapy (like cognitive-behavioral therapy for anxiety)
• School accommodations (like extended test time or a 504 Plan)
• Academic supports (like tutoring or reading intervention)
• Parenting strategies (like positive reinforcement)

Following Up

After you receive the report, the clinician should offer a feedback session. This is your chance to ask questions, clarify the results, and make a plan. If your child’s school is involved, you can also request a meeting to discuss educational supports.

Keeping a Copy for Your Records

Store the report in a safe place. You may need it in the future for school meetings, therapy, or other evaluations.

Professional Style: Writing Diagnostic Reports for Clinical & School Use

Assessment reports are the primary method by which clinicians communicate the results of psychological, psycho-educational, or neuropsychological evaluations. A well-written report must be clear, accurate, and actionable, providing a complete picture of the client’s functioning.

Essential Components of a Diagnostic Report

A comprehensive assessment report typically includes the following sections:

1. Referral Reason: This section explains why the evaluation was requested, including the primary concerns and referral questions.

2. Background Information: This section provides context, including:

• Developmental history
• Medical history
• Family dynamics
• Educational performance
• Social-emotional functioning

3. Test Instruments Used: A list of standardized tests and rating scales administered, such as:

• WISC-V (Wechsler Intelligence Scale for Children)
• WIAT-4 (Wechsler Individual Achievement Test)
• BASC-3 (Behavior Assessment System for Children)
• Conners 3 (ADHD rating scale)

4. Behavioral Observations: Direct observations of the client’s behavior during testing. This section notes factors like attention, effort, anxiety, or social interactions.

5. Test Results: A detailed presentation of scores, including:

• Standard Scores (mean = 100, SD = 15)
• Percentile Ranks
• T-Scores (behavior rating scales)
• Qualitative Descriptions (e.g., “Below Average,” “Superior”)

6. Interpretation: This is where the clinician explains what the test scores mean. It should integrate cognitive, academic, emotional, and behavioral findings.

7. Diagnostic Impressions: This section provides a clear diagnosis (if criteria are met) or diagnostic considerations. It should reference DSM-5 criteria when applicable.

8. Recommendations: The most actionable part of the report, including:

• Treatment recommendations (therapy, medication)
• School supports (IEP, 504 Plan, tutoring)
• Parenting strategies
• Referrals (e.g., to a psychiatrist or speech therapist)

Best Practices for Report Writing

To ensure clarity and effectiveness:

• Use plain language for parents and educators.
• Define any technical terms (like “standard score” or “percentile”).
• Focus on strengths as well as challenges.
• Include clear, actionable recommendations.

Common Mistakes to Avoid

• Overloading the report with test scores without explanation.
• Using overly technical language without definitions.
• Offering vague recommendations (like “consider therapy”).
• Failing to directly answer the referral question.

Formatting and Accessibility

Reports should be:

• Well-organized with clear headings and subheadings
• Free of spelling and grammatical errors
• Delivered in a format that is easily readable (clear fonts, well-spaced text)

Providing Feedback to Clients

The feedback session is an essential part of the assessment process. Clinicians should:

• Explain test results in a supportive, non-judgmental way.
• Allow time for questions.
• Help clients understand next steps and recommendations.

Ethical Considerations

Clinicians must maintain confidentiality, ensure informed consent, and avoid misinterpretation of results. Reports should be stored securely, and clients should understand who will have access to their information.

SubRosa Mental Services provides a client-forward approach to helping individuals, businesses, and children by offering Comprehensive Psychological & Psycho-Educational Evaluations, life coaching and emotional support animal assistance. Reach out today to find out more.