Defining a Child’s Zone of Proximal Development: Evaluation Process for Treatment Planning

Abstract

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.