Perspectives of Portuguese early intervention professionals on child assessment

Abstract

This study examines the perspectives of Portuguese Early Intervention (EI) professionals regarding the child assessment process, focusing on its planning, implementation, and the sharing of results. A qualitative design was employed, involving eight EI professionals selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using content analysis. Findings highlight the central role of families throughout the assessment process, particularly in identifying concerns, resources, and priorities from the initial stages. Assessment practices are predominantly conducted by transdisciplinary teams in children’s natural contexts, combining standardized tools with functional and routine-based approaches. The sharing of results typically occurs in two stages: an initial collaborative discussion with the family and the subsequent delivery of a functional report. Collaboration with educators and other professionals also emerges as a key element. Participants identified strengths related to family-centered practices, teamwork, and the ecological and individualized nature of assessment. However, significant constraints were reported, particularly limited human resources, time restrictions, and organizational demands. Recommendations include strengthening professional training and implementing more flexible policies to facilitate family involvement. These findings contribute to a better understanding of current EI assessment practices in Portugal and support the development of more integrated, ecological, and family-centered approaches.