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Non-Standardised Assessments 

 

 

 

Recent trends in assessment of children, particularly young children, have favoured informal assessments and an ecological, child-centred approach. To ensure that best practice occurs, the therapist will use systematic procedural reasoning in gathering the appropriate information, which will direct the intervention goals and approaches.

 

Non-Standardised assessments are particularly appropriate when working with children who find change or unfamiliarity particularly upsetting. The therapist gathers information through observation and uses components from formal assessments to provide an overview for goal setting and intervention approaches.

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