It s our hope that by bringing together the two publications, we can offer you a richer array of information. As always, your feedback on our newsletter is welcome. Waisman Center staff also will participate. It is not unusual for parents to react with hesitation when a school psychologist, speech and language clinician, or other professional is going to assess their child. This reaction is understandable when only vague or confusing information is provided on the purpose or content of the assessment.
Parents can feel equally leery when their child is to be assessed as part of a research study.
Research assessments have different purposes than assessments conducted in schools or clinics, but both types of assessment can use similar techniques. Fortunately, with clear communication, assessment can be rewarding for a child and provide useful insight into the child s abilities. Some of the uneasiness surrounding testing can come from a lack of information about the purpose of the assessment. In schools and clinics, assessments often are conducted to gain a better understanding of a child s functioning so that recommendations can be made for changes in the child s home, school, or community environment. These assessments also are conducted to monitor a child s growth or development over time.