ABSTRACT
A distinctive feature of developmental diagnosis is the use of a unifying construct—social perspective coordination—along which understanding, skills, and meaning can be described as more or less mature in relation to one another and in relation to interpersonal action. The approach to evaluating pairs is driven by a particularly close linkage between theory, research, and practice. In evaluating pairs, This chapter explains formal research tools to make developmental diagnoses. Through basic research on model of psychosocial development, The chapter describes a variety of developmental measures based on social perspective coordination that are useful for evaluating children's progress in pair therapy. These include interview measures of interpersonal understanding, interpersonal skills, personal meaning, and action, as well as observational measures of interpersonal action in the form of negotiation strategies and shared experience. The chapter examines the studies of pair therapy in three different contexts: a day treatment school, a residential treatment center, and public elementary schools.
