A Conceptual Model of Preschool Assessment
- 1 June 1986
- journal article
- research article
- Published by Taylor & Francis in School Psychology Review
- Vol. 15 (2) , 154-165
- https://doi.org/10.1080/02796015.1986.12085219
Abstract
An ecologically-based model is offered to guide the assessment activities of school psychologists at the preschool level. The uniqueness of the preschool population, the multidimensional structure of the assessment process, and the connection between assessment results and intervention strategies are emphasized. The various purposes for which preschool assessments are done and the major historical and legislative events impacting assessment procedures are given. Implications for training are drawn from the discussion.Keywords
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