Report Review Questions for Parents

1. "Which scores reflect my child's true cognitive potential vs. test fatigue or anxiety?"

Why to ask: A low processing speed or working memory score can artificially depress Full Scale IQ (FSIQ). Look for the General Ability Index (GAI).

2. "Are the discrepancies between verbal and non-verbal skills clinically significant?"

Why to ask: Large splits between verbal comprehension and perceptual reasoning often signal specific learning differences (dyslexia, NVLD).

3. "How did my child behave during one-on-one testing compared to a noisy classroom?"

Why to ask: Children with ADHD often test well in quiet 1-on-1 rooms with an examiner, masking difficulties that emerge in 25-student classrooms.

4. "What are the top 3 classroom accommodations that will have the biggest immediate impact?"

Why to ask: Reports often list 25 generic recommendations. You need the top 3 priority items to write into their IEP.

5. "How should the school modify exam formats to reflect my child's knowledge accurately?"

Why to ask: Extra time alone is rarely enough; chunked testing, oral examination, or quiet room testing are often critical.

6. "Who on the school team needs to be trained on these specific findings?"

Why to ask: Subject teachers, PE instructors, and substitute teachers often never see the full report.

7. "How should we explain this diagnosis / profile to our child in strengths-based language?"

Why to ask: Children know they are struggling; framing it as "how your brain learns differently" preserves self-esteem.

8. "When should we schedule a re-evaluation or progress check?"

Why to ask: Cognitive and adaptive profiles shift rapidly through developmental transitions (e.g., elementary to middle school).