Assessment and intervention issues and models in School Psychology: The case of Europe and North America

Detalhes bibliográficos
Autor(a) principal: LOPES, João
Data de Publicação: 2023
Outros Autores: ALMEIDA, Leandro da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/8104
Resumo: Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system of special education instead of being focused on the design and implementation of interventions for students with specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with categorical diagnostic models within the school context have stimulated a movement toward the implementation of alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to the best evidence available. We also consider the implications for practices in School Psychology.
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spelling Assessment and intervention issues and models in School Psychology: The case of Europe and North AmericaQuestões e modelos de avaliação e intervenção em Psicologia Escolar: o caso da Europa e América do NorteAssessmentDiagnosisInterventionLearning disabilitiesSpecial educationAvaliaçãoDiagnósticoIntervençãoDistúrbios da aprendizagemEducação especialPractices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system of special education instead of being focused on the design and implementation of interventions for students with specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with categorical diagnostic models within the school context have stimulated a movement toward the implementation of alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to the best evidence available. We also consider the implications for practices in School Psychology.As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções dirigidas aos problemas específicos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência, bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações dos diferentes modelos, de acordo com a melhor evidência disponível na literatura, e são ainda equacionadas as suas implicações nas práticas da Psicologia Escolar.Núcleo de Editoração - PUC-Campinas2023-03-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8104Psychological Studies; Vol. 32 No. 1 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 32 Núm. 1 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 32 n. 1 (2015): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8104/5613Copyright (c) 2023 João LOPES, Leandro da Silva ALMEIDAhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLOPES, João ALMEIDA, Leandro da Silva2023-03-28T14:22:46Zoai:ojs.periodicos.puc-campinas.edu.br:article/8104Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-03-28T14:22:46Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Assessment and intervention issues and models in School Psychology: The case of Europe and North America
Questões e modelos de avaliação e intervenção em Psicologia Escolar: o caso da Europa e América do Norte
title Assessment and intervention issues and models in School Psychology: The case of Europe and North America
spellingShingle Assessment and intervention issues and models in School Psychology: The case of Europe and North America
LOPES, João
Assessment
Diagnosis
Intervention
Learning disabilities
Special education
Avaliação
Diagnóstico
Intervenção
Distúrbios da aprendizagem
Educação especial
title_short Assessment and intervention issues and models in School Psychology: The case of Europe and North America
title_full Assessment and intervention issues and models in School Psychology: The case of Europe and North America
title_fullStr Assessment and intervention issues and models in School Psychology: The case of Europe and North America
title_full_unstemmed Assessment and intervention issues and models in School Psychology: The case of Europe and North America
title_sort Assessment and intervention issues and models in School Psychology: The case of Europe and North America
author LOPES, João
author_facet LOPES, João
ALMEIDA, Leandro da Silva
author_role author
author2 ALMEIDA, Leandro da Silva
author2_role author
dc.contributor.author.fl_str_mv LOPES, João
ALMEIDA, Leandro da Silva
dc.subject.por.fl_str_mv Assessment
Diagnosis
Intervention
Learning disabilities
Special education
Avaliação
Diagnóstico
Intervenção
Distúrbios da aprendizagem
Educação especial
topic Assessment
Diagnosis
Intervention
Learning disabilities
Special education
Avaliação
Diagnóstico
Intervenção
Distúrbios da aprendizagem
Educação especial
description Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system of special education instead of being focused on the design and implementation of interventions for students with specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with categorical diagnostic models within the school context have stimulated a movement toward the implementation of alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to the best evidence available. We also consider the implications for practices in School Psychology.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8104
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/8104
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8104/5613
dc.rights.driver.fl_str_mv Copyright (c) 2023 João LOPES, Leandro da Silva ALMEIDA
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 João LOPES, Leandro da Silva ALMEIDA
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 32 No. 1 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 32 Núm. 1 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 32 n. 1 (2015): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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