Ψυχοπαιδαγωγική αξιολόγηση προβλημάτων συμπεριφοράς παιδιών και εφήβων.

Περίληψη

Students with behavioral difficulties are often unserved or underserved by schools and by mental health systems in Greece. One reason for the incorrect evaluation of these students is the traditional assessment practices that have been used to qualify students as eligible for special education. The purpose of this article is to demonstrate the psychoeducational assessment which has the important characteristic of treatment validity and contributes to beneficial out¬comes for individuals with behavioral problems. This type of assessment is di¬rectly related to student outcomes and is useful for teachers and other professionals in either planning intervention or monitoring the effects of any intervention.