Práticas de avaliação psicológica escolar: Uma revisão sistemática da literatura

• Rafael Gustavo Maluf ^[1] ; João Arménio Lamego Lopes ^[1] ; Célia R. G. Oliveira ^[2]
  1. [1] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
  2. [2] Universidade Lusófona do Porto

     Universidade Lusófona do Porto

     Santo Ildefonso, Portugal

     
• Localización: Revista iberoamericana de diagnóstico y evaluación psicológica, ISSN 1135-3848, ISSN-e 2183-6051, Vol. 1, Nº 62, 2022, págs. 185-215
• Idioma: portugués
• DOI: 10.21865/ridep62.1.14
• Títulos paralelos:
  • School psychological assessment practices: A systematic review
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • English

    This study aims to identify and analyze school psychological assessment practices. Following the PRISMA guidelines, a systematic review of the literature published in the Scopus and Web of Science databases was conducted between 2014 and 2020. The review was based on the selection of 60 studies. The results showed that behavioral tests such as BASC and versions DESSA 1-2-3 and DESSA-mini are among the most used.

    Throughout time there is stabilization in the preference for standardized tests of intelligence such as the Wechsler, Woodcock-Johnson, KABC and Stanford-Binet-5 scales, which is frequently reported in research and professional practices of the school psychologist. Additionally, the routine use of interviews and behavioral observations continues to be the basis of school psychological assessment processes. Implications for the investigation and practice of psychological assessment in the school context are discussed.

  • português

    Este estudo tem por objetivo identificar e analisar práticas de avaliação psicológica escolar. Seguindo as diretrizes do PRISMA, foi conduzida uma revisão sistemática da literatura publicada nas bases Scopus e Web of Science, entre 2014 e 2020. Foram selecionados 60 estudos para compor a revisão. Os resultados mostraram que testes comportamentais como o BASC e versões DESSA 1-2-3 e DESSA-mini estão entre os mais utilizados. Verifica-se uma estabilidade, ao longo do tempo, na preferência por testes padronizados de inteligência como as escalas Wechsler, Woodcock-Johnson, KABC e Stanford-Binet-5, frequentemente relatadas em pesquisas e práticas profissionais do psicólogo escolar. Adicionalmente, o uso rotineiro de entrevistas e observações comportamentais continua a ser a base de processos de avaliação psicológica escolar. São discutidas implicações para a investigação e a prática da avaliação psicológica escolar.

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