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| Table of Contents | |
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| Contributors | |
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| Prologue | |
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| What is feedback, and what makes it stick? | |
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| Feedback that Sticks: The art of communicating neuropsychological assessment results | |
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| Why some feedback sticks | |
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| Feedback protocols and theoretical considerations | |
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| How is feedback presented? | |
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| Putting feedback to work with patients from multiple populations | |
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| Developing relationships with patients and families | |
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| Connecting with the patient family | |
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| Creating a therapeutic atmosphere for parents and caretakers | |
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| Setting the stage for feedback | |
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| Explaining the testing process and goals | |
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| Explaining the normal curve | |
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| Acknowledging the limitations of testing | |
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| Offering hope and normalizing findings | |
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| Explaining memory | |
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| Pearls to explain slowed/inefficient processing | |
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| Explaining executive function and frontal impairment | |
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| Offering recommendations and compensatory strategies | |
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| Introducing compensatory strategies for memory | |
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| Recommending psychotherapy | |
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| Pearls to facilitate connecting with other cultures | |
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| Introducing religious ideas | |
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| Offering feedback to pilots | |
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| General pearls for the pediatric population | |
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| Parting words | |
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| Dementia | |
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| Discussing dementia and memory loss with families and patients | |
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| Mild cognitive impairment | |
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| Using the "A" word - Alzheimer disease | |
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| Caregiver issues | |
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| Helping caregivers to understand and manage their loved one's deficits | |
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| Encouraging caregivers to take care of themselves - and to share the burden among family members | |
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| Addressing unawareness with patients | |
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| Caregiver unawareness/denial | |
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| Driving | |
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| Securing services in the home and transitioning to assisted living or nursing home placement | |
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| Helping patients and caregivers accept and implement compensatory strategies | |
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| Visual hallucinations and Capgrass | |
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| Legal issues | |
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| ADHD | |
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| Defining attention problems | |
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| Explaining the difference between can't vs. won't | |
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| Executive functions | |
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| Treatment issues | |
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| Anxiety and ADHD | |
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| Behavioral interventions / compensatory strategies | |
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| Accepting the Diagnosis | |
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| Explaining the diagnostic process | |
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| Somatoform Disorders | |
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| Developing empathy as a provider | |
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| Acknowledging the patient's symptoms | |
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| Introducing other factors, such as role strain, that affect cognitive efficiency | |
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| Discussing the meaning of normal test results while maintaining a therapeutic relationship | |
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| Introducing the role of stress and emotions | |
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| Introducing interventions | |
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| Framing an unknowable medical issue | |
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| Normalizing somatization | |
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| Creating an "out" | |
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| Psychiatric Illness | |
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| Explaining schizophrenia and other psychiatric disease | |
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| Addressing resistance to feedback | |
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| Coping with delusions and hallucinations | |
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| Discussing treatment interventions | |
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| Substance abuse | |
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| Uncertain psychiatric diagnosis | |
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| Learning Disorders and Developmental Disability | |
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| Disclosing IQ | |
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| Intellectual disability (MR) | |
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| Discussing the meaning of MR or Intellectual Disability | |
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| Correcting misunderstandings about a child's ability level | |
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| Sexuality | |
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| Long term planning for severely impaired children | |
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| Learning Disabilities | |
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| Explaining Dyslexia and Language Disorders | |
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| Using specific test performances to explain daily difficulties | |
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| Using Labels | |
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| Will my child be able to go to college? | |
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| Accommodations | |
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| Securing special education services (IEP's) | |
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| The comorbidity of anxiety disorders, ADHD, and learning disorders | |
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| Autistic Spectrum Disorders | |
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| Explaining Autism Spectrum Disorders and associated difficulties | |
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| Sharing an Autism diagnosis with parents | |
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| Discussing long-term expectations and prognosis | |
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| Recommendations and Interventions | |
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| Alternative treatments | |
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| Long term planning for autistic children | |
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| Issues specific to adults with Autistic spectrum disorders | |
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| Acquired Brain Injury: Traumatic Brain Injury and CVA | |
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| Discussing prognosis and expectations for recovery | |
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| Creating realistic expectations for treatment and longer-term goals | |
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| Offering Hope | |
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| Unawareness following acquired brain injury | |
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| Return to work/ School | |
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| How to encourage compensatory strategies and active rehabilitation | |
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| Emotional issues with acquired brain injury recovery | |
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| Explaining specific neurological, cognitive and behavioral sequelae of CVA | |
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| Aphasias | |
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| Explaining specific neurological, cognitive and behavioral sequelae of moderate and severe TBI | |
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| Mild traumatic brain injury | |
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| Athletes and MTBI | |
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| Neurological Disorders | |
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| Cancer | |
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| Genetic Disorders | |
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| Sickle cell anemia | |
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| Neurofibromatosis | |
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| Seizures and epilepsy | |
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| Nonepileptic Seizures/Pseudoseizures | |
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| Epilepsy surgery | |
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| Prematurity | |
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| Hydrocephalus | |
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| Spina Bifida | |
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| Cerebral Palsy | |
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| Multiple Sclerosis | |
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| Hepatitis | |
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| HIV | |
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| Addressing Effort | |
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| Timing of feedback regarding suboptimal effort | |
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| Addressing suboptimal effort with patients during the assessment | |
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| Learning disability populations | |
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| Communicating assessment results with other professionals | |
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| Report writing and written communication | |
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| Epilogue | |