Volume 15, Issue 2 (1986)
A Conceptual Model of Preschool Assessment
Kathleen D. Paget, Richard J. Nagle
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.
NASP Members Log in
to download article.