The use of intelligence tests to predict an individual child's future achievement and to diagnose learning difficulties are assessment activities lacking empiri cal support, while the continued use of the IQ score to determine potential encourages a conservative approach to children's learning. An alternative assessment strategy is proposed. This involves assessment of the specific behaviours and environmental features that are relevant to a teaching or therapy programme and includes evaluation of the success of intervention as part of the school psychologist's assessment of the child.
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