ON THE ISSUE OF EFFECTIVENESS OF METHODOLOGICAL TOOLS USED IN THE PSYCHOEDUCATIONAL DIAGNOSIS OF CHILDREN WITHDISORDERS OF PSYCHOLOGICAL DEVELOPMENT
The article deals with the actual problem of effectiveness of methodological tools used in the differential diagnosis of children with disorders of psychological development. An analytical review of domestic scientific research works on the features typical of different stages of the procedure of psychological and pedagogical diagnosis of children with disorders of psychological development is presented. The goal, objectives and peculiarities of carrying out differential diagnosis in regard to this category of children are outlined. The view that there exists a pressing need for the improvement of differential diagnosis in terms of determination of the kind of impaired child development as well as in terms of further psychological and pedagogical accompaniment of children in the educational process is substantiated. The methodological principles of selecting particular methods for carrying out differential diagnosis, including the principle of detection and consideration of the child’s potentialities, the principle of qualitative analysis of the results of the child’s psycho diagnostic study, the principle of unity of diagnostic and correctional assistance for children with disorders of psychological development, are summarized. The current state of differential diagnostic activities is considered, in particular the use of traditional psychometric techniques, such as verbal and non-verbal intelligence tests, questionnaires. A number of studies are referred to as a proof that traditional psychometric methods are mostly ineffective when applied within the framework of differential diagnosis. The prospects of further development of differential diagnosis in relation to this category of children are delineated.