Paradoxes in report-writing

Eighty-four percent of neuropsychologists
believe that referral sources do not, or only
occasionally read their reports.

As I've discovered from my own clinical work and in talking with other assessment psychologists, report writing is a difficult task, and is difficult on many levels. For example, it is difficult to translate technical assessment data and terms into language that non-psychologists will understand. It's also difficult to create a report that will describe the unique strengths, weaknesses, and characteristics of a particular individual, let alone in such a way that will help facilitate change. And, of course, report-writing is time-consuming.

I have recently been rethinking the way in which I write my reports, and in doing some related research, I discovered some interesting statistics. The Massachusetts Neuropsychological Society has initiated a research project, The Stakeholder's Project in Neuropsychological Report Writing, that looks at the unique perspectives of neuropsychologists, referring physicians, and families who participate in assessment on assessment reports.

Although data collection is ongoing (click here to complete the survey), the preliminary results are fascinating. On average, neuropsychologists are spending between 2 and 10 hours writing a single report, with a sizeable minority spending between 10 and 20 hours on a report, with report lengths ranging from 6 to 13 pages.

But here's the kicker - 84% of neuropsychologists feel that the individuals who refer patients for assessment don't read the assessment reports, or only read them occasionally.

What does this mean? What's to be done?

Stay tuned, there's more to come...

The Clinical Neuropsychologist Volume 27, Issue 6

Click here to see a full list of articles.

Forthcoming book on the Boston process approach to neuropsychological assessment

Over the past two years, my interest in neuropsychology and the assessment of executive functioning has increased. As I was searching the web for related topics the other day, I ran across this book, which is scheduled to be published in the next couple of days, and looks to be excellent.

The phrase Boston Process Approach refers to a particular approach to neuro-psychological assessment developed by Edith Kaplan. In contrast to traditional models of assessment, which focus on "achievement" (i.e., whether or not an individual can complete an assessment task), the Boston Process Approach focuses on "process" (i.e., the process through which an individual goes in order to complete an assessment task).

As I have learned more about the Boston Process Approach to assessment, I have been surprised to learn that many of the techniques I learned for assessing process within the fields of clinical and school psychology have their roots with Kaplan.

This book holds promise for clinical and school psychologists who want to get more from their tried and true tests, and look at assessment through new lenses.

Read more about the book at the publisher's web site:

The Boston Process Approach to Neuropsychological Assessment edited by Lee Ashendorf, Rod Swenson, and David J. Libon (Oxford University Press)