Cognitive Assessment Report Writing

The assessment of cognitive functioning, both overall and specific strengths and weaknesses, is paramount in determining the reasons why intervention efforts have failed, developing effective interventions, and reaching diagnostic/identification conclusions. The importance of cognitive processes in learning is well documented, as is the linkage between assessment and intervention. This chapter emphasizes the use of a readable narrative, free of jargon and scores, to enhance understanding by the consumers of our reports. Rather than reporting areas of functioning on a theoretical level, describe the ways in which the student’s strengths and weaknesses may appear in the learning environment or everyday living. We recommend organizing the report such that the narrative flow clearly describes the student’s functioning, beginning with behavior observations and a clear statement of the validity of the assessment and any modifications made to standardized procedures. Interpretation of cognitive assessment data should move from the general (a description of overall functioning) to the more specific, integrating observations along the way to aid in understanding. Interpretation of cognitive assessment should be centered around the Cattell–Horn–Carroll theory of cognitive abilities, with the addition of concepts taken from neuropsychology under the umbrella of executive functions (EF), which are not often well described in CHC theory. This integrated model of data interpretation and reporting connects cognitive assessment data with academic achievement, social/emotional/behavioral, cultural and linguistic, and ecological information relevant to each student’s learning environment to provide a complete and equitable picture of each student’s strengths and needs.