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Volume 39, Issue 3 (2010)

Better Methods, Better Solutions: Developments in School-Based Behavioral Assessment

pp. 422—426

Since the measuring device has been constructed by the observer . . . we have to remember that what we observe is not nature in itself but nature exposed to our method of questioning. (From Physics and Philosophy: The Revolution in Modern Science, Werner Karl Heisenberg, 1958.) From phrenology to functional behavior assessment, assessment of children’s behavioral and emotional characteristics is an enterprise with a rich (although admittedly checkered) history. If we get it right, the impressive slate of accomplishments to date will lead to a promising future in our efforts to help children and their schools. As I read through the articles offered in this special series, I found myself not only enthusiastic about some of the new developments and research that are detailed, but also struck with the thought that this area has evolved considerably during my professional lifetime, and in the right direction as far as I am concerned.

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