Decoding a psychoeducational evaluation


Tips for Parents


*Note: I’ll be using LD and ADHD as terms somewhat interchangeably throughout this blog post. They are distinct concerns, each with their own intervention styles, but it’s a lot to type it out each time!

 

 

The Report is Here. Now What? 


You’ve finally waited for your appointment, made it through all of the testing, and have the report back. Now your brain is swimming with all of the jargon, data, and way more pages than you know what to do with (even the writer of these reports, it never fails to amaze me). 

Great! This is a fantastic first step. But what happens next? 

Before you google WHAT DO I DO WITH AN LD/ADHD REPORT HELP, check this out. This guide will break down the key sections, help you with understanding your psychoeducational report, and figure out how to turn all of this hard work into action. Hopefully by the end of this blog post, you’ll know how to read a psychoeducational evaluation report (or psych ed report for short). This will help you be able to secure the right LD support map and ensure a smoother high school to college transition checklist for your neurodivergent teen or young adult. 

 

What is a Psychoeducational Report? 

A psychoeducational report can be many things. Ultimately, it’s a comprehensive evaluation of your teen or young adults cognitive abilities, academic skills, and social-emotional functioning. Ideally, it should have both a diagnosis and plan, but also give you a good sense of how your child learns. 

This report can be used for your child’s transition plan as academic and social demands increase from high school to college and/or work. 


Navigating the Key Sections: What to Look For 

 

Let’s break it down into what each section is and why it matters:

1. Reason for referral and background information

This section sets the context for the report. It maps out the initial concerns/questions (and hopefully will meet those!). It also should note any relevant developmental, academic, and social history. This is important because it can a) show how the diagnosis is impacting your teen in several areas b) eventually be able to tie in with the diagnosis and show how it explains those impacts and c) provide important cultural and social information in which the results should be interpreted. 

2. Assessment Methods and Tests Administered

This section is pretty straightforward. It is a picture of what tests were administered and why. Reasons could include because it is the standard of practice in the field, it is needed for a standardized test, or maybe it is a good cultural fit.

3. Cognitive Abilities (or “IQ scores, WAIS/WISC scores, Stanford-Binet scores”)

There are a few key tests that can be given for this section. Ideally, you don’t just have the full scale IQ score, you should have each subtests (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed usually, and there may be a few others). These scores will focus on patterns of strengths and weaknesses (e.g. strong verbal scores, but low processing speed scores), which then is tied into real life examples (e.g. strong verbal, low processing may lead to struggle on timed tests). Psychologists will look for patterns to lead to specific learning disabilities or use it as part of the ADHD diagnosis.

4. Academic Achievement 

Similar to above, hopefully this section goes beyond a general achievement score. It should break down areas like Reading (decoding, fluency, comprehension), Written Language (spelling, grammar, composition), and Math (calculation, problem solving, fluency). Again, psychologists will look at the data and look for patterns (honestly, it’s a lot of our job!), and pinpoint specific areas of struggle (e.g. is this dyslexia or a general reading difficulty). This is crucial data for lining up learning disability support.

5. Executive Functioning (may or may not be present in the report)

Executive functioning is what we can call the “brain’s management system” for planning,
organizing, time management, starting tasks, self-monitoring, and impulse control (things you will recognize are a struggle for your teen with ADHD). This is usually assessed by parent or teacher rating scales, direct tasks, and observation. We see this in day to day life with things like “Why is your homework always late?” “Why does my teen always forget their (keys/backpack/lunch/head)?”. 

6. Social-Emotional and Behavioral Functioning (may or may not be present in report)

Oftentimes, psychologists will also conduct an assessment for anxiety, depression, or general emotional regulation challenges to make sure that the diagnosis is not better explained by this. Usually this is a long questionnaire and direct questioning from the assessor. These concerns can often mimic LD or ADHD, as well as impact academic performance and social interactions.

7. Summary

This is where the psychologist will pull together everything that came before it into a neatly summarized few paragraphs. It should pull patterns across different tests and take in the context from the background to ultimately lead to the diagnosis that will hopefully tie everything together.

8. Diagnostic Impressions

Finally! I personally like to put my diagnosis near the beginning, since that’s what most people want to know. However, this could be towards the end, since every section we just talked about will lead to this explanation. A diagnosis is simply information, a way to understand and use shorthand, not a label or a limitation on what your teen can or cannot do.  Hopefully this diagnosis will be key to helping your kid access accommodations as needed.

 

 

Translating Findings into Action: What Does This Mean for My Teen? 


Hopefully this blog post has helped you decode each section! Well, you say, that’s a great place to start, but what in the world does it mean for your particular teen? 


The report is really a jumping off point for the next steps. Here are some ways it can fit into your child’s stage. 


For high school success, this could mean:

  • Using the report to refine or create IEPs or 504 Plans. 
  • Advocating for specific classroom accommodations (extended time, preferential seating, reduced distractions)
  • Collaborating with teachers and school support staff


For post-secondary pathways (college/vocational/work), this could mean:

  • Helping your teen navigate the shift in how accommodations are administered (INSERT LINK HERE)
  • Having your report help you access disability services 
  • Receiving support in the classroom with common college accommodations for students with ADHD/LD 



Finally, at home

  • Hopefully the report will give practical strategies for parents and teens to implement based on the report’s findings (structured routines, visual planners, breaking down large tasks, procrastination help)
  • Opening the communication channels to talk about their learning profile



Your Next Steps: Empowering Your Teen's Future 


You found the psychologist, did the testing, and now have the report. It’s a powerful tool, one that can help you unlock doors to your teen's potential. Schedule meetings with your school counselors, disability services at prospective college, or with other professionals to discuss the report’s recommendations (OT, speech, coaches).


You can start implementing strategies outlined in the report at home, and encourage your teen to start on their self-advocacy pathway. It's a lot, but you’ve got this!

If you'd like to see my top five tips on navigating this transition, check it out here. If you want a full checklist, click here.


Disclaimer (Important!)

This blog post provides general educational information and is not intended to be a substitute for individualized assessment, diagnosis, or treatment by a qualified mental health or educational professional. Always consult with your own healthcare provider or educational specialist for questions regarding your specific circumstances or your child's individual needs. Reading this post does not establish a psychologist-client relationship.

 

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