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Psychology (3416) |
SM ISO690:2012 CUMPĂNĂȘOIU, Teodor Sorin. Evaluarea copiilor cu tulburări din spectrul autismului (T.S.A.). In: The contemporary issues of the socio-humanistic sciences, Ed. 12, 2-3 decembrie 2021, Chişinău. Chişinău, 2022: "Print-Caro" SRL, 2022, Ediția 12, pp. 71-81. ISBN 978-9975-164-83-2. |
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The contemporary issues of the socio-humanistic sciences Ediția 12, 2022 |
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Conferința "Preocupări contemporane ale științelor socioumane" 12, Chişinău, Moldova, 2-3 decembrie 2021 | ||||||
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CZU: 159.922.762 | ||||||
Pag. 71-81 | ||||||
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The complex assessment of children with special educational needs correlates a series of data obtained by anamnesis, medical diagnosis (clinical and paraclinical) and psychopedagogical diagnosis (using methods such as observation, conversation, questionnaire, survey, application of tests or experimental samples, etc.) in following this evaluation, a formative diagnosis is established (which also includes a differential diagnosis) and school guidance documents are drawn up. Thus, based on the operational psychological theories developed by J. Piaget and L. S. Vyggotzski (the area of the next development), the evaluation and diagnosis activity are transformed from an ascertaining activity into an investigative-ameliorating activity of research-action type. In this way, the evaluation and diagnosis of children with special educational needs become a complex, unitary, dynamic and long-lasting process, which aims to facilitate the development and application of compensatory and recovery therapeutic approach, school guidance of the child in optimal conditions, promoting school integration and socialization and normalization of the child's life. Linehan provided a brief and accurate description of the purpose of behavioral assessment: "to understand what the client's problem is and how to change it for the better." In Linehan's statement there is an implicit idea, namely that behavioral assessment is more than an exercise in describing and classifying behavioral abilities and deficiencies. Behavioral assessment goes beyond obtaining a psychometric result, equivalent data or coefficients, no matter how important these results may be for other purposes. Behavioral assessment tries to discover the function served by behavior, in the environment of that person (eg positive reinforcement through social recognition, negative reinforcement by avoiding a task). The results of a comprehensive behavioral assessment give the behavioral analyst an image of the variables that increase, decrease, maintain, or generalize the studied behavior. Also, a well-constructed and detailed behavioral assessment provides a map based on which the variables that control behavior can be identified and understood. Consequently, subsequent interventions can pursue a direct goal, with a much better chance of success. As Bourret, Vollmer and Rapp pointed out: "the critical test of ... assessment is the degree to which it effectively differentiates an effective learning strategy". Interviews and checklists are approaches to indirect evaluation because the data obtained through these measurements represent memories, reconstructions or subjective classifications of events. |
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Cuvinte-cheie Assesement, disorders, diagnostic, shortcoming, requirement, evaluare, tulburări, diagnostic, deficienţă, cerinţe |
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