ITPS Psychology Report Standards
At ITPS, we believe psychology reports should be clear, practical, and supportive for both families and schools. Our reporting standards are designed to make sure every report is written in plain language, explains professional terms, and focuses on what results mean for a child’s everyday learning and wellbeing.
Readability
-
Reports should be written so most parents and teachers can understand them (around a Year 8 reading level).
-
Any professional terms or jargon should be explained in simple language.
-
Where possible, include a short glossary of common words (e.g., “working memory,” “processing speed”) with plain explanations.
Reporting Scores
-
Test results should be shared in a clear way.
-
Standard scores (the most reliable comparison) are preferred.
-
Results should focus on what the numbers mean for the child’s learning and behaviour, not just the scores themselves.
Tests Used
-
Assessments should always be the most up-to-date and appropriate for the child.
-
A list of the tests used should be included.
-
Tests should ideally be no older than one year from their latest update.
Interpretation
-
The conclusions should explain what the results mean for the child’s daily life at school and home.
-
Reports should give a narrative profile—a story that links the test results to what teachers and parents see in real life.
-
Clear guidance should be given on how the child can be best supported.
-
It’s important to describe how challenges affect functioning, not just list symptoms.
-
Psychologists may use a structured format for clarity, such as:
-
Summary of findings
-
Interpretation (what this means for the child)
-
Recommendations (strategies and supports for home and school)
Diagnosis
-
If a diagnosis is given, the report should:
-
List the criteria used and whether they were met.
-
State the diagnostic codes (DSM or ICD).
-
Use the correct professional terms but also include everyday terms (e.g., “Specific Learning Disorder (Dyslexia)”).
-
Only diagnoses within psychology’s scope will be provided.
-
Reports should mention rule-outs (conditions considered but not diagnosed).
-
If a diagnosis cannot be confirmed yet, the report should clearly explain why and what next steps are needed.
-
Some diagnoses (e.g., medical or neurological conditions) must be made by other professionals. This should be made clear in the report.
Specialised Diagnoses
-
Autism assessments should involve a speech and language therapist (SLP) or other relevant professionals. Emotional and social aspects must be included.
-
ADHD assessments should ideally be completed with a psychiatrist as part of a joint process (to be finalised).
-
ITPS will maintain a list of partner professionals (SLPs, OTs, psychiatrists) for team assessments.
Supervision & Quality Control
-
All assessments should be supervised by a qualified professional.
-
Reports should be proofread for clarity and accuracy.
-
Reports should be visually easy to read, with:
-
Clear headings
-
Adequate spacing
-
Logical organisation
Language Accessibility
-
Reports should be provided in a language parents and schools can understand (where appropriate).
Sharing Data
-
Raw test forms or questionnaires will not be shared with families, as this breaches copyright and could affect future testing.
-
Families will always receive a clear explanation of results in everyday language.