ABSTRACT
The assessment process can be significantly enriched through a collaborative effort between the therapist and the school. The data obtained through the process can be potentially useful to the therapist as well as to the teacher and to other school-based personnel. A visit by the therapist to the school can yield important information that is not easily discernible by means of psychological tests or clinical interviews. To obtain a comprehensive picture of the child's patterns of functioning, a school visit should include a field observation, review of school records, and contact with key school personnel.
