Best Practice in the Psychological Assessment of Early Years Children With Differences

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Wood, J. 2015. Best Practice in the Psychological Assessment of Early Years Children With Differences. Educational Psychology Research and Practice. 1 (1), p. 23–29. https://doi.org/10.15123/uel.88570
AuthorsWood, J.
Abstract

This paper explores the importance of theoretical and practice frameworks in educational psychologists’ work. It focuses on the effective psychological assessment of young children (aged three to five) who seem unsettled, different, or to be struggling with school routines and requirements. The challenges of meeting the assessment and intervention needs of this complex and heterogeneous group are explored. Woolfson et al.’s (2003) Integrated Framework is proposed as potentially useful to encourage cross-stakeholder collaboration, to structure the assessment process, and to encourage shifts in meaning. The practicalities and challenges of its application are discussed.

JournalEducational Psychology Research and Practice
Journal citation1 (1), p. 23–29
ISSN2059-8963
Year2015
PublisherSchool of Psychology, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88570
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PrintSep 2015
Publication process dates
Deposited10 Sep 2020
Copyright holder© 2015 The Author
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Educational Psychology Research and Practice (EPRaP): Volume 1, Issue 1
Thomas, M., Farrell, P., Chatzinikolaou, R., Fox, M., Wood, J., Browne, L., Monsen, J., October, S. and Woods, K. 2015. Educational Psychology Research and Practice (EPRaP): Volume 1, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.88569