Developmental and psychiatric evaluation in the preschool context.
This article documents the ways in which a school-based developmental evaluation can be an effective and powerful alternative to the traditional clinic-based evaluation. The child is not taken to a strange new place but observed and evaluated in his or her naturalistic environment. The families have increased access to care, and the foundation is laid for cohesive, trusting working relationships with families and teachers. Children are evaluated in one of two models or a combination of both naturalistic observation and individual direct assessment. Tensions between the clinical and educational system exist, but the early childhood evaluator who educates himself or herself about the cultures and forces at work can build from the strengths of each system to effect positive growth for young children at risk for developmental delays or psychiatric disorders.
Kaplan
M D
MD
Yale Child Study Center, Yale University School of Medicine, New Haven, Connecticut, USA. Michael.Kaplan@yale.edu
D002675:Child, Preschool; D002658:Developmental Disabilities / Q000175:diagnosis*; D004995:Ethics, Professional; D006801:Humans; D007223:Infant; D007398:Interpersonal Relations; D001523:Mental Disorders / Q000175:diagnosis*; D015279:Organizational Culture; D012578:Schools, Nursery