Feedback that Sticks: The Art of Effectively Communicating Neuropsychological Assessment Results

Hardcover | January 30, 2013

byKaren Spangenberg Postal, Kira Armstrong

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This book is about how to give outstanding feedback to patients, their family members, and other professionals. Effective feedback sessions have the potential to help patients understand their neurocognitive syndromes in the larger context of their real world environments and in a manner thatpositively alters lives. As our profession has matured, feedback sessions with patients and family members have become the norm rather than the exception. Nonetheless, many senior and even mid-career neuropsychologists were never explicitly taught how to give feedback. And despite the burgeoning neuropsychologicalliterature describing sophisticated assessment methods and neuropsychological syndromes, there has been almost no parallel literature describing techniques for communicating this information to patients and other professionals. This begs the question: how have we learned to do this extraordinarytask well? And how do we effectively communicate intrinsically complex assessment results, to deliver the type of salient feedback that alters lives? It turns out, the answers are like feedback sessions themselves - varied and complex. Feedback that Sticks presents a compilation of the clinical feedback strategies of over 85 neuropsychologists from all over the country: training directors, members of tertiary medical teams, and private practitioners. It offers the reader the ability to be a fly on the wall as these seasonedneuropsychologists share feedback strategies they use with patients across the lifespan, and who present with a wide variety of neurological and developmental conditions. Like receiving the best feedback training from 85 different mentors, the book gathers the most compelling, accessible ways ofexplaining complex neuropsychological concepts from a broad variety of practitioners. Through this process, it offers a unique opportunity for practicing neuropsychologists to develop, broaden, and strengthen their own approaches to feedback.

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This book is about how to give outstanding feedback to patients, their family members, and other professionals. Effective feedback sessions have the potential to help patients understand their neurocognitive syndromes in the larger context of their real world environments and in a manner thatpositively alters lives. As our profession h...

Dr. Postal is a board certified neuropsychologist. She is the president of the Massachusetts Neuropsychological Society, the immediate past president of the Massachusetts Psychological Association, and a member of the board of directors of the American Academy of Clinical Neuropsychology. Dr. Postal is a lecturer at Harvard Medical sc...
Format:HardcoverDimensions:272 pages, 9.25 × 6.12 × 0.98 inPublished:January 30, 2013Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199765693

ISBN - 13:9780199765690

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Table of Contents

ContributorsProloguePart I: What is feedback, and what makes it stick?1. Feedback that Sticks: The art of communicating neuropsychological assessment results2. Why some feedback sticks3. Feedback protocols and theoretical considerations4. How is feedback presented?Part II:5. Putting feedback to work with patients from multiple populationsDeveloping relationships with patients and familiesConnecting with the patient familyCreating a therapeutic atmosphere for parents and caretakersSetting the stage for feedbackExplaining the testing process and goalsExplaining the normal curveAcknowledging the limitations of testingOffering hope and normalizing findingsExplaining memoryPearls to explain slowed/inefficient processingExplaining executive function and frontal impairmentOffering recommendations and compensatory strategiesIntroducing compensatory strategies for memoryRecommending psychotherapyPearls to facilitate connecting with other culturesIntroducing religious ideasOffering feedback to pilotsGeneral pearls for the pediatric populationParting words6. DementiaDiscussing dementia and memory loss with families and patientsMild cognitive impairmentUsing the "A" word - Alzheimer diseaseCaregiver issuesHelping caregivers to understand and manage their loved one's deficitsEncouraging caregivers to take care of themselves - and to share the burden among family membersAddressing unawareness with patientsCaregiver unawareness/denialDrivingSecuring services in the home and transitioning to assisted living or nursing home placementHelping patients and caregivers accept and implement compensatory strategiesVisual hallucinations and CapgrassLegal issues7. ADHDDefining attention problemsExplaining the difference between can't vs. won'tExecutive functionsTreatment issuesAnxiety and ADHDBehavioral interventions / compensatory strategiesAccepting the DiagnosisExplaining the diagnostic process8. Somatoform DisordersDeveloping empathy as a providerAcknowledging the patient's symptomsIntroducing other factors, such as role strain, that affect cognitive efficiencyDiscussing the meaning of normal test results while maintaining a therapeutic relationshipIntroducing the role of stress and emotionsIntroducing interventionsFraming an unknowable medical issueNormalizing somatizationCreating an "out"9. Psychiatric IllnessExplaining schizophrenia and other psychiatric diseaseAddressing resistance to feedbackCoping with delusions and hallucinationsDiscussing treatment interventionsSubstance abuseUncertain psychiatric diagnosis10. Learning Disorders and Developmental DisabilityDisclosing IQIntellectual disability (MR)Discussing the meaning of MR or Intellectual DisabilityCorrecting misunderstandings about a child's ability levelSexualityLong term planning for severely impaired childrenLearning DisabilitiesExplaining Dyslexia and Language DisordersUsing specific test performances to explain daily difficultiesUsing LabelsWill my child be able to go to college?AccommodationsSecuring special education services (IEP's)The comorbidity of anxiety disorders, ADHD, and learning disorders11. Autistic Spectrum DisordersExplaining Autism Spectrum Disorders and associated difficultiesSharing an Autism diagnosis with parentsDiscussing long-term expectations and prognosisRecommendations and InterventionsAlternative treatmentsLong term planning for autistic childrenIssues specific to adults with Autistic spectrum disorders12. Acquired Brain Injury: Traumatic Brain Injury and CVADiscussing prognosis and expectations for recoveryCreating realistic expectations for treatment and longer-term goalsOffering HopeUnawareness following acquired brain injuryReturn to work/ SchoolHow to encourage compensatory strategies and active rehabilitationEmotional issues with acquired brain injury recoveryExplaining specific neurological, cognitive and behavioral sequelae of CVAAphasiasExplaining specific neurological, cognitive and behavioral sequelae of moderate and severe TBIMild traumatic brain injuryAthletes and MTBI13. Neurological DisordersCancerGenetic DisordersSickle cell anemiaNeurofibromatosisSeizures and epilepsyNonepileptic Seizures/PseudoseizuresEpilepsy surgeryPrematurityHydrocephalusSpina BifidaCerebral PalsyMultiple SclerosisHepatitisHIV14. Addressing EffortTiming of feedback regarding suboptimal effortAddressing suboptimal effort with patients during the assessmentLearning disability populationsPart III:15. Communicating assessment results with other professionals16. Report writing and written communicationEpilogue