Lyons B G
Am J Occup Ther. 1984 Jul;38(7):446-51. doi: 10.5014/ajot.38.7.446.
Therapists who evaluate children in school settings often find that information provided by standardized tests is insufficient for effective treatment planning. Vygotsky's concept of defining a child's zone of proximal development is introduced to help therapists gain insight into why a child experiences task failure and assistance that can facilitate the child's task success. This evaluation process and treatment planning framework may be used by both school and clinic-based therapists to differentiate children who should receive direct occupational therapy services from those who can benefit from indirect service.
在学校环境中评估儿童的治疗师常常发现，标准化测试所提供的信息不足以用于有效的治疗规划。引入维果茨基关于界定儿童最近发展区的概念，以帮助治疗师深入了解儿童为何在任务中失败，以及何种协助能够促进儿童在任务中取得成功。学校治疗师和诊所治疗师均可使用这一评估过程和治疗规划框架，以区分哪些儿童应接受直接的职业治疗服务，哪些儿童可从间接服务中受益。
