Table 2.
Frameworks for providing neuropsychological feedback in different settings
| Author | Patient group | Phases | Recommendations |
|---|---|---|---|
| Carone et al., 2013; Carone et al., 2010 | MTBI patients with invalid effort. |
1) Build rapport and obtain informed consent 2) Preliminary discussion 3) Feedback session |
Avoid accusatory and emotionally laden terms Ask their input first Explain strengths and weaknesses Explain incredible efforts as good/bad news |
| Carone, 2017 | Patients with high level of cognitive complaints, but normal test performance. |
1) Build rapport and obtain informed consent 2) Let patients self-rate performance 3) Feedback session |
Show patient a table with the objective and self-reported performance on cognitive tests |
| Connery et al., 2016 | Children with invalid effort. |
1) Opening statement invalid effort 2) Emphasize importance of performance validity testing 3) Give recommendations |
Give feedback to parents first Give a brief explanation to children |
| Gass & Brown, 1992 | Patients with brain injuries and their family members |
1) Review purpose of testing 2) Define the tests 3) Explain results per cognitive domain 4) Describe strengths and weaknesses 5) Address diagnostic/prognostic issues 6) Give recommendations |
Use plain and understandable language Use behavioral/concrete examples for explaining tests Explain normative comparison Ask for feedback after each domain |
| Gorske & Smith, 2009 | Clinical setting |
1) Set agenda and introduce feedback 2) Develop 2-3 life implication questions 3) Determine personal skill profile 4) Describe strengths and weaknesses 5) Summarize relationship between results, life areas and patient questions |
Give in-person feedback Use Motivational Interviewing Principles ‘Elicit-Provide-Elicit’ Ask about central cognitive complaint Explain normative comparison Use graphic illustrations Provide copy of feedback report |
| Postal & Armstrong, 2013 | Clinical setting |
1) Reorient patient and family 2) Gather more information 3) Be flexible 4) Lead with the core message 5) Describe strengths and weaknesses 6) Give recommendations |
Explain nature of session Review goal of patient and family Remind the patient of the collaborative process Explain normative comparison Use concrete metaphors for cognitive domains Avoid the use of jargon |