Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/33909

TitleQuestões e modelos de avaliação e intervenção em Psicologia Escolar : o caso da Europa e América do Norte
Other titlesAssessment and intervention issues and models in School Psychology : the case of Europe and North America
Author(s)Lopes, João
Almeida, Leandro S.
KeywordsAvaliação
Diagnóstico
Intervenção
Distúrbios da aprendizagem
Educação especial
Assessment
Diagnosis
Intervention
Learning disabilities
Special education
Issue dateJan-2015
PublisherPontifícia Universidade Católica de Campinas. Programa de Pós-Graduação em Psicologia
JournalEstudos de Psicologia
Abstract(s)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. 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
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
TypeArticle
URIhttp://hdl.handle.net/1822/33909
DOI10.1590/0103-166X2015000100007
ISSN0103-166X
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Artigos em revistas científicas nacionais com arbitragem
CIPsi - Artigos (Papers)


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