A pair of 9-year-old boys with socioemotional and interpersonal difficulties was observed unobtrusively in 35 weekly hour-long therapy sessions over the course of 2 school years. A transcript/narrative analysis technique was used to identify all interpersonal negotiation strategies each child used within each session. Strategies were classified…

This paper discusses strategies for the evaluation of severely handicapped students. The shortcomings of standardized assessment techniques are reviewed, and the appropriateness of normative comparison and the developmental model with this population is discussed. The role of the school psychologist in student assessment is described, and the need…