Psychological Assessment Report Psychological assessment reports are written by psychology professionals who work in a variety of settings. In addition, professionals in many different subfields within psychology, education and health must be able to read, understand and apply information provided in psychological assessment reports in order to effectively serve their clients. For your Final Assignment, you will demonstrate your knowledge of psychological assessment by applying the information you have learned throughout this course in the interpretation and write up of a psychological assessment report.   Your Final Project will be based on one of the case information/data tables that have been provided in the course.  The three cases consist of one adolescent assessment, one adult assessment, and one geriatric assessment.  It is expected that your Week Five final project case will be the same case that you selected in Week Two and that you incorporate feedback provided to you by your instructor on the Week Two assignment when developing your final project. To complete this assignment, you will choose the client from the list below which you chose for your Week Two assignment. Timothy Childers (Adolescent Male) · Butcher, J. “Contemporary Use of the MMPI-2 in Forensic Assessment”, Continuing Education Course presented at the Annual Meeting of the American Psychological Association, Washington, DC, August 2014. ABS 300 Week Five Sample MMPI-A School Adolescent Male Interpretive Report Timothy Childers [PDF]. · Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final Paper Adolescent Male Case Study Timothy Childers [PDF]. College of Health, Ashford University: San Diego, CA. Mr. Kyle Jones (Adult Male Personal Injury Case) · Butcher, J. “Contemporary Use of the MMPI-2 in Forensic Assessment”, Continuing Education Course presented at the Annual Meeting of the American Psychological Association, Washington, DC, August 2014. ABS 300 Week Five Sample MMPI-2 Adult Male Personal Injury Interpretive Report Mr. Jones [PDF]. · Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final Paper Adult Male Personal Injury Case Study Mr. Jones [PDF]. College of Health, Ashford University: San Diego, CA. Mr. Jeremiah Smith (Geriatric Male Case) · Butcher, J. “Contemporary Use of the MMPI-2 in Forensic Assessment”, Continuing Education Course presented at the Annual Meeting of the American Psychological Association, Washington, DC, August 2014.  ABS 300 Week Five Sample MMPI-2 Geriatric Male Interpretive Report Mr. Smith [PDF]. · Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final Paper Geriatric Male Case Study Mr. Smith [PDF]. College of Health, Ashford University: San Diego, CA. As you write up your assessment report you will be taking on the role of a clinician who is conducting an assessment and providing treatment recommendations for the client that you choose from the list provided. You must use the information provided in case history and identify ...

1. Psychological Assessment Report
Psychological assessment reports are written by psychology
professionals who work in a variety of settings. In addition,
professionals in many different subfields within psychology,
education and health must be able to read, understand and apply
information provided in psychological assessment reports in
order to effectively serve their clients. For your Final
Assignment, you will demonstrate your knowledge of
psychological assessment by applying the information you have
learned throughout this course in the interpretation and write up
of a psychological assessment report. Your Final Project will
be based on one of the case information/data tables that have
been provided in the course. The three cases consist of one
adolescent assessment, one adult assessment, and one geriatric
assessment. It is expected that your Week Five final project
case will be the same case that you selected in Week Two and
that you incorporate feedback provided to you by your
instructor on the Week Two assignment when developing your
final project. To complete this assignment, you will choose the
client from the list below which you chose for your Week Two
assignment.
Timothy Childers (Adolescent Male)
· Butcher, J. “Contemporary Use of the MMPI-2 in Forensic
Assessment”, Continuing Education Course presented at
the Annual Meeting of the American Psychological Association,
Washington, DC, August 2014. ABS 300 Week Five Sample
MMPI-A School Adolescent Male Interpretive Report Timothy
Childers [PDF].
· Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final
Paper Adolescent Male Case Study Timothy Childers [PDF].
College of Health, Ashford University: San Diego, CA.
Mr. Kyle Jones (Adult Male Personal Injury Case)
· Butcher, J. “Contemporary Use of the MMPI-2 in Forensic

2. Assessment”, Continuing Education Course presented at
the Annual Meeting of the American Psychological Association,
Washington, DC, August 2014. ABS 300 Week Five Sample
MMPI-2 Adult Male Personal Injury Interpretive Report Mr.
Jones [PDF].
· Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final
Paper Adult Male Personal Injury Case Study Mr. Jones [PDF].
College of Health, Ashford University: San Diego, CA.
Mr. Jeremiah Smith (Geriatric Male Case)
· Butcher, J. “Contemporary Use of the MMPI-2 in Forensic
Assessment”, Continuing Education Course presented at
the Annual Meeting of the American Psychological Association,
Washington, DC, August 2014. ABS 300 Week Five Sample
MMPI-2 Geriatric Male Interpretive Report Mr. Smith [PDF].
· Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final
Paper Geriatric Male Case Study Mr. Smith [PDF]. College of
Health, Ashford University: San Diego, CA.
As you write up your assessment report you will be taking on
the role of a clinician who is conducting an assessment and
providing treatment recommendations for the client that you
choose from the list provided. You must use the information
provided in case history and identify the most salient
information that belongs in each section. Do not simply copy
and paste the information provided. You must make a
professional judgment about which information is the most
important information to include in the psychological report and
where to include that information in your report. Your
assessment report must follow the format below and it must
include each of the sections and their headings listed below:
I. Identifying Information
Within this section, you will record basic information on your
client including the person’s name, sex, gender, ethnicity,
sexual orientation, age, handedness, and occupation or grade
level. For the purposes of this assignment, you are free to create
any relevant demographic information that is not explicitly
stated in the case scenario. All information you create must be

3. consistent with the information provided and any conclusions
you draw in subsequent sections of your paper.
II. Reason for Referral
Within this section describe the referral source and the purpose
of the assessment. The information you provide in this section
must justify the decision to conduct a formal psychological
assessment based and must model ethically and professionally
responsible assessment practices.
III. Current Symptoms/Presenting Concerns
The information in this section of the report would typically
come from an interview with the client and family (if
applicable, e.g., if the client is a child or person with suspected
dementia). You must use the information provided in case
history to identify the most salient information that belongs in
this section. Choose information to include in this section based
on the consistency with the reason for referral and purpose for
testing. Here is where you will apply your methodological and
theoretical assessment formulations of the client that will
justify the decision to conduct a psychological evaluation on
this client.
IV. Psychosocial History (complete each of the sections below
based on the information in the case you selected)
· Educational history
· Occupational history
· Medical history (including substance use/abuse)
· Psychiatric history
· Social history
V. Interpretation of the Results
In this section explain your interpretation of the results in the
data table provided for the case you selected. Utilize the
information available and create appropriate subheadings to
organize the results. For example, if your data table contains
information on intelligence and achievement, then you should

4. create appropriate subheadings to organize your findings in this
section of the report. Create a sufficient number of subheadings
to allow you to provide interpretations for all assessment
instruments administered. If you have more than one measure of
a particular psychological construct (e.g., personality and
emotional functioning), present your interpretations of all
measures that apply to that construct under the same
subheading.
VI. Diagnostic Impressions
Based on the history provided and interpretation of test results,
use the DSM-5 to provide a diagnosis (or diagnoses) for the
client in a manner that demonstrates the ethical and professional
use of assessment results. You must justify your diagnostic
conclusions based on your knowledge of the validity and
reliability of the assessment instruments. If there are multiple
potential diagnoses to consider, then these must be explained
and justified as well. Also include information about
alternative diagnoses and why these were not chosen.
VII. Recommendations
Within this section, provide treatment recommendations for the
client based on the diagnosis and information about the client’s
current living situation. Develop recommendations that are
evidence-based and include peer-reviewed articles that support
your choice(s).
The Assignment:
· Must be 5 to 7 single-spaced pages in length (not including
title and reference pages).
· Must include a separate title page with the following:
· Title of assignment
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least 5 scholarly sources, including a minimum of

5. 2 peer-reviewed articles published in the last 10 years from the
Ashford University Library.
· Must document all sources in APA style as outlined in the
Ashford Writing Center.
· Must include a separate title page and reference page that is
formatted according to APA style as outlined in the Ashford
Writing Center.
Running Head: CLIENT HISTORY REPORT DRAFT 1
CLIENT HISTORY REPORT DRAFT 5
Client History Report Draft

6. Washburn O Kelly
Psychological Assessment ABS 300
Instructor: Julie Bruno
April 9, 2017
I. Identifying Information.
Name: Marta Mendez
Age: 13
Sex: Female
Ethnicity: Hispanic
Handedness: Right
Grade Level: Eight Grade (preparing for the 9th Grade)
Parents: Miguel and Maria Mendez
Sibling: Michael Mendez

7. II. Reason for referral.
A 13-year-old student by the name of Marta Mendez at the Pearl
Harbor Kai Middle School was referred by her School
(ACPSTF) Adult and Child Psychological Service Treatment
Facility for a psychological assessment for conceivable learning
Attention Deficit Hyperactivity Disorder (ADHD). Poor school
participation, learning issues, while in participation the child is
striving, she becomes irate, resistant, distanced and she seems
to be a child with a terrible demeanor are some of the
contributing factors that Martha is displaying. The assessment
ought to focus on the areas of Martha's insight, learning forms,
scholarly accomplishment and passionate/mental improvement.
As indicated by The National Institutes of Health
"Hyperactivity Disorder (ADHD) standout amongst the most
widely recognized childhood with issues and all children that
demonstrate a distinguishable manifestation as they are
clinically related." (NIH 2013). As stated by The American
Psychiatric Association (APA) there is 5 percent of American
children that are diagnosis with ADHD. Be that has it may the
Centers for Disease Control and Prevention (CDC) double the
APA's number. Eleven percent of the American children at the
age of 4 through 17 was diagnosis with the disorder." (APA
2014).
III. Current Symptoms/Presenting Concerns.
Taken from the observation conducted on Martha that shows her
learning and behavioral status while testing the legitimacy of
her execution and the tests was considered to be exact because
of her collaboration and inspiration to play out the tests. Similar
behavior took place a year ago and was expressed by Mrs.
Mendez who is Martha's mom at the Silver Lakes Academy, say
that Martha's is lazy, and likes to neglect her chores and
regardless of private coaching and facilities from school despite
everything she experiences academic challenges all through the
school year. Mrs. Mendez ADHDitionally expressed, she didn't
think anything wrong with Marta at that time. Martha's father
was deployed so there was not one to truly assist her with

8. Martha. Marta neglected to assume liability for her activities in
school and at home, yet her mother thinks contrastingly and is
in concurrence with the school that suggestions have been made
to assessed Marta. Dealing with her child’s behaviors, Maria
knows that there are no enchantment methodologies, one of her
choices to help her daughter is to give her positive
acknowledgment and love. I trust certain strategies tend to work
best with children such as Marta.Educational History:
Martha is now preparing herself for the ninth grade, no previous
grade has been repeated, however her past school participation
been unsatisfactory, her capacity to do her classwork has
enhanced yet once in a while she finds herself into potential
encounters with her classmates or her teacher and when this
happens, the teacher helps Marta to maintain a strategic
distance from an out and out conflict in a way that permits her
to come back to her right mind. "There are numerous student
just like Martha that are currently being alienated and think that
its hard to interface with the learning procedure, they have low
self-regard and are frequently not able to deal with their
outrage." (Vizard 2009).
Occupational History:
Not has yet a full-time student, Martha wants to complete High
School and then head off to college and have dreams of
becoming a psychologist. Martha was informed on what a
Psychologists really does and she was amazed at the detail of its
profession. She was informed that a Psychologists help
individuals experiencing injury, mental scatters or substance
abuse issues. They ADHDitionally work with individual
customers like herself to comprehend main drivers and offer
treatment for ADHD. A Psychologists may also survey
customers on location, or assess school tests for learning
disabilities.
Medical History:
Mrs. Mendez indicated that she was 24 and her husband was 27

9. at the time of Martha’s birth, she also has an older brother,
Michael and he is normal. There was no complications of
pregnancy or delivery, her birth weight was normal and Marta is
up to date on her yearly physical which was normal. She may
get a common cold now and again, the usual childhood illnesses
of chickenpox, ear infections etc, she is not currently taking any
medications, however they recently found out that one of her
dad brother was diagnosis with depression and ADHS after he
return from the war in Iraq.
Medical History
AT the time of Martha's birth Mrs. Mendez stated that her
husband was at the age of 27 and she was 24, and Martha had an
old brother, Michael and he is normal, there were no
inconveniences of pregnancy or conveyance. There were no
inconveniences of pregnancy or conveyance, her weight was
ordinary and Marta is up to date on her yearly physical which
was normal. She may get sick once in a while, the standard
adolescence diseases of chicken pox, ear contaminations and so
on, she is not currently taking any medications, in any case,
they as of late discovered that one of her father-siblings was
finding with dejection and ADHS after he come back from the
war in Iraq.
Psychiatric History:
Utilizing data from different sources, the accompanying
domains of how it works was broke down as far as the impact
on Marta's learning and behavior. According to Marta's clinical
profile from (ACPSTF), it demonstrated that there is no detailed
psychiatric, medication or substance utilized. Also, her profile
demonstrated various genuine conduct issues, for example,
school maladjustment and family conflict, then again, she
frequently neglects to use her ability to accomplish up to her
potential.
Social history:
As stated by Mrs. Mendez (Martha's Mother) that Martha has a
brother that is older than her. Her Brother's name is Michael

10. and she is a senior and very athletic in school. Miguel Mendez
who is Martha's father is a Sergeant Major in the U.S. Army and
Maria Mendez is a Certified Nurse Anesthetist. Martha is from a
normal family with no reports of abuse in their home. The
assessment focused on the areas of Martha's knowledge,
learning forms, scholastic accomplishment and
passionate/mental advancement. the result from (ACPSTF)
demonstrated that Marta's conduct is for self-delight chasing,
egotistical and is uncaring to the necessities of others.
Attention deficit disorder (ADHD) is a lack of ability to
concentrate consistently scatter with and without hyperactivity,
hyperkinetic motivation issue, hyperactive disorder,
hyperkinetic response of adolescence, insignificant cerebrum
harm, negligible mind brokenness, and undifferentiated shortage
issue. unfocused response to what is really going on the world
is the outcome of this disorder. Individuals who are
experiencing this issue have difficulty in disregarding stimuli
that are not significant to the present tasks. The Encyclopedia of
Neurological Disorders states that "The neurological signs of
ADHD are unsettling influences of what are known as official
capacities. In particular, the six official capacities that are
influenced incorporate:
• the capacity to sort out thoughts
• the capacity to move through designs
• short-term memory
• the capacity to recognize passionate and intelligent
responses
• the capacity to settle on a contemplated choice
• the capacity to set an objective and plan how to approach
that objective
More than half of the people that are diagnosed with ADHD
meet the criteria is set in place by the American Psychiatric
Association (Diagnostic and Statistical Manual of Mental
Disorders [DSM-IV]) for no less than one of the accompanying
different sicknesses:

11. • learning disorder
• restless leg disorder
• depression
• anxiety disorder
• antisocial conduct
• substance abuse
• obsessive-enthusiastic behavior
Ten months beyond the concentrated treatment stage just in
symptom domains which will reduce over time is the advantages
of intensive MedMgt for ADHD. ADHDitionally, "The MTA
pharmaceutical methodology demonstrated holding on huge
predominance over Beh and CC for ADHD and oppositional-
resistant side effects at 24 months, despite the fact that not as
extraordinary as at 14 months. Extra advantages of Combover
MedMgt and of Beh over CC was unable the be found. The
groups contrasted altogether in mean measurement
(methylphenidate reciprocals 30.4, 37.5, 25.7, and 24.0 mg/day,
separately) Proceeding with medicine utilize incompletely
intervened the holding on the prevalence of Comb and MedMgt.
Here we assess the determination of these helpful impacts 10
months past the 14 months of serious meditation." (AAP).
Reference
Adult and Child Psychological Services (2016). Retrieved
February 22, 2017 from:
https://treatment.psychologytoday.com/rms/prof_detail.php?prof
id=296856&p=1%20
National Institute of Mental Health Multimodal Treatment
Study of ADHD Follow-up: 24-Month Outcomes of Treatment
Strategies for Attention-Deficit/Hyperactivity Disorder.
Retrieved from:
http://pediatrics.aappublications.org/content/113/4/754.short

12. Encyclopedia: Attention Deficit Hyperactivity Disorder-Gale
Encyclopedia of Neurological Disorders (2016). Retrieved from:
http://www.encyclopedia.com/medicine/psychology/psychology-
and-psychiatry/attention-deficit-hyperactivity-disorder
Health line (2014). ADHD by the Numbers: Facts, Statistics,
and You. Retrieved from:
http://www.healthline.com/health/adhd/facts-statistics-
infographic
U.S. Department of Health & Human Services. (2013).
Attention Deficit Hyperactivity Disorder (ADHD). Retrieved
from:
https://report.nih.gov/nihfactsheets/ViewFactSheet.aspx?csid=2
5
Vizard, D. (2009). Meeting the Needs: Meeting the Needs of
Disaffected Students: Engaging Students with Social, Emotional
and Behavioral Difficulties. Retrieved from:
http://site.ebrary.com.proxy-
library.ashford.edu/lib/ashford/reader.action?docID=10427346
&ppg=10