The author presents a developmental assessment for school-age children within the context of a systems–ecological perspective. Particular attention is focused on identification and evaluation of distortions in development as well as developmental delays as sources of information regarding disturbed behavior in childhood. The assessment includes development in the cognitive, social, affective, and physical domains; temperament; academic and social functioning; family functioning; and social and ecological resources and stresses. Subjective and objective approaches for these assessments are identified, and the relationship between assessment and diagnosis in childhood is considered.
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