School Psychological Assessment Practices: A Systematic Review

被引：0

作者：

Maluf, Rafael Gustavo ^{[1
]}

Lamego Lopes, Joao Armenio ^{[2
]}

Oliveira, Celia R. G. ^{[3
]}

机构：

[1] Ctr Univ Lavras UNILAVRAS, Psicol, Rua Papa Joao Paulo II 206, BR-37206040 Lavras, MG, Brazil

[2] Univ Minho, Escola Psicol, Campus Gualtar, P-4710057 Braga, Portugal

[3] Univ Lusofona Porto, Hei Lab Human Environm Interact Lab Rua, Rua Augusto Rosa 24, P-4000098 Porto, Portugal

来源：

REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA | 2022年 / 1卷 / 62期

关键词：

school; practices; assessment; psychologists; IMPROVING DECISION-MAKING; SELF-REPORT; STUDENTS; IDENTIFICATION; INTERVENTION; STRENGTHS; VALIDITY; CONTEXT; IMPACT; TESTS;

D O I：

10.21865/RIDEP62.1.14

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study aims to identify and analyze school psychological assessment practices. Following the PRISMA guidelines, a systematic review of the literature published in the Scopus and Web of Science databases was conducted between 2014 and 2020. The review was based on the selection of 60 studies. The results showed that behavioral tests such as BASC and versions DESSA 1-2-3 and DESSA-mini are among the most used. Throughout time there is stabilization in the preference for standardized tests of intelligence such as the Wechsler, Woodcock-Johnson, KABC and Stanford-Binet-5 scales, which is frequently reported in research and professional practices of the school psychologist. Additionally, the routine use of interviews and behavioral observations continues to be the basis of school psychological assessment processes. Implications for the investigation and practice of psychological assessment in the school context are discussed.

引用

页码：185 / 215

页数：31

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