2025-2026
Orthopedagogisch
handelen: interventies
en methoden
SARA ROWAERT EN FILIP MORISSE
,INHOUDSOPGAVE
Cluster 1 ............................................................................................................................... 6
H1: Diagnostische cyclus en handelingsplanning ................................................................ 6
1. Sterktegericht perspectief en diagnostiek ................................................................................. 6
1.1 Sterktegericht perspectief .................................................................................................. 6
2. Orthopedagogische diagnostiek ............................................................................................... 7
2.1 Definitie van de orthopedagogiek ....................................................................................... 7
2.2 Diagnostiek ...................................................................................................................... 7
2.3 Ondersteuningsdenken ...................................................................................................... 8
3. Diagnostische cyclus............................................................................................................... 8
3.1 Wetenschap versus praktijk ............................................................................................... 8
3.2 Diagnostische cyclus ......................................................................................................... 9
4. De diagnostische cyclus .......................................................................................................... 9
4.1 Belang van theorieën en referentiekaders ........................................................................... 9
4.2 Oordelen en beslissen in onzekerheid ................................................................................. 9
4.3 Van hulpvraag tot cyclus ..................................................................................................10
5. Het diagnostisch proces (De Bruyn et al., 2005) ......................................................................10
5.1 Aanmelding .....................................................................................................................10
5.2 Diagnostische cyclus ........................................................................................................10
5.3 Advies = voorwaardelijke voorspelling ...............................................................................13
6. Praktijkmodel: handelingsgerichte diagnostiek (HGD) in het onderwijs .....................................23
7. Methoden voor visualisatie van problemen/gebeurtenissen ......................................................23
7.1 Genogram .......................................................................................................................23
7.2 Gezinskaart .....................................................................................................................24
7.3 Systemogram ..................................................................................................................24
7.4 Tijdlijn of levenslijn ..........................................................................................................24
H2: assessment en diagnostiek van GG-problemen bij VB: de gouden standaard ............ 25
1. (Voor-onder)stellingen ...........................................................................................................25
2. Kaders voor assessment en diagnostiek ..................................................................................25
3. Assessment en diagnostiek synthese ......................................................................................27
4. Instrumenten klinische studie afbouw antipsychotica ...............................................................27
5. Casus: Erwin .........................................................................................................................28
H3: Handelingsgerichte diagnostiek .................................................................................. 30
1. Enkele stellingen ...................................................................................................................30
2. Good practice / take home messages .....................................................................................30
1
,H4: kwaliteitsvolle psychodiagnostiek in de praktijk: criteria, evaluaties en recente
ontwikkelingen in Vlaanderen ............................................................................................ 32
1. Inleiding + assessment lab ....................................................................................................32
2. CBCL & TEA-ch (cultuurbias) ..................................................................................................32
3. VFD → ‘testgebruik’ Vlaanderen .............................................................................................33
4. Instanties betreffende ‘testkwaliteit’ & ‘kwaliteitscontrole’ in Vlaanderen ...................................34
5. Psychometrie ........................................................................................................................34
5.1 Betrouwbaarheid ..............................................................................................................34
5.2 Validiteit ..........................................................................................................................35
5.3 Normen ...........................................................................................................................35
5.4 Kenmerken psychodiagnostiek in het algemeen .................................................................35
6. Eigen onderzoek met de WISC-III ..........................................................................................35
7. Nieuwste visies rond IQ-tests (CHC!!) .....................................................................................36
8. Cultuurbias ...........................................................................................................................37
9. Relativering IQ & conclusie ....................................................................................................37
10. Extra ..................................................................................................................................37
11. Taking home messages .......................................................................................................37
H5: familiereflex ................................................................................................................. 38
1. Wat doet familieplatform? ......................................................................................................38
1.1 Geen sociaal vacuüm........................................................................................................38
1.2 Waarom familie betrekken? ..............................................................................................38
2. Vier pijlers voor familievriendelijke zorg ..................................................................................39
3. Kinderen als naasten .............................................................................................................43
3.1 KOPP/KOAP .....................................................................................................................43
H6: Handelingsplanning ..................................................................................................... 45
1. Wat is handelingsplanning .....................................................................................................45
1.1 What’s in a name? ...........................................................................................................45
2. Onderscheiden modellen van handelingsplanning (Klomp, 1984, 1999) ....................................45
2.1 Theoretische modellen van handelingsplanning ..................................................................46
3. Methodisch en planmatig handelen: fasen in het proces van handelingsplanning.......................46
3.1 Hoe ziet een handelingsplanning eruit? .............................................................................47
4. Voorbeeld van een uitgewerkt handelingsplan .........................................................................47
4.1 Doelen moeten “SMART” zijn ............................................................................................48
5. Checklist voor een goed handelingsplan .................................................................................49
5.1 Handelen = intentioneel handelen.....................................................................................49
2
, H7: Kwaliteitsvolle diagnostiek en de richtlijnen casusformulering .................................. 50
1. Kwaliteitsvolle diagnostiek .....................................................................................................50
1.1 Algemene Intersectorale Richtlijn Diagnostiek (AIRD) .........................................................50
2. Richtlijn casusformulering ......................................................................................................52
2.1 Onderzoek in 2022 ...........................................................................................................52
3. Het 5 i-model ........................................................................................................................52
3.1 Ideografisch ....................................................................................................................52
3.2 Integratief .......................................................................................................................52
3.3 Interventie-gericht ...........................................................................................................52
3.4 Interactief .......................................................................................................................53
3.5 Introspectie .....................................................................................................................54
H8: Handelingsgericht werken en handelingsgerichte diagnostiek in de context van CLB
en school ............................................................................................................................. 55
1. Doelen van de les .................................................................................................................55
2. De uitgangspunten van handelingsgericht werken ...................................................................55
3. Het zorgcontinuüm ................................................................................................................55
3.1 HGD binnen leerlingen-begeleiding ...................................................................................55
4. Introductie Prodia-model .......................................................................................................56
4.1 Focus op wisselwerking ....................................................................................................56
4.2 Handelingsgerichte diagnostiek binnen CLB .......................................................................56
H9: diagnostiek en handelingsplanning binnen de kiem ................................................... 62
1. De Kiem ...............................................................................................................................62
2. Diagnostiek en handelingsplanning .........................................................................................62
2.1 Intake diagnostiek – ambulant ..........................................................................................62
2.2 Handelingsplanning – ambulant ........................................................................................63
2.3 Intake en diagnostiek – residentieel ..................................................................................63
2.4 handelingsplanning – residentieel .....................................................................................63
Cluster 2 ............................................................................................................................. 65
H10: PROBLEEMGEDRAG EN EMOTIONELE ONTWIKKELING BIJ PERSONEN MET EEN
VERSTANDELIJKE BEPERKING ........................................................................................... 65
1. Over wie hebben we het? ......................................................................................................65
2. Emotionele ontwikkeling: universeel .......................................................................................65
2.1 Hoe anders zijn zij/wij? ....................................................................................................65
2.2 Inleiding: it’s all in the mind .............................................................................................65
3. Kernprobleem .......................................................................................................................65
3.1 GG bij personen met VB: niet psychiatriseren ....................................................................66
4. Opfrissing ontwikkelingspsychologie van de vroege ontwikkeling ..............................................66
4.1 Het model zelve… ............................................................................................................66
4.2 Nodig: afgestemde omgeving; sensitief-responsieve hulpverleners/familie ...........................69
5. SEO-R / SEO-V2 (verkorte versie) ............................................................................................69
5.1 Gebruik en valkuilen huidige SEO ......................................................................................69
5.2 Naar een meer dynamische SEO … ...................................................................................69
3
Orthopedagogisch
handelen: interventies
en methoden
SARA ROWAERT EN FILIP MORISSE
,INHOUDSOPGAVE
Cluster 1 ............................................................................................................................... 6
H1: Diagnostische cyclus en handelingsplanning ................................................................ 6
1. Sterktegericht perspectief en diagnostiek ................................................................................. 6
1.1 Sterktegericht perspectief .................................................................................................. 6
2. Orthopedagogische diagnostiek ............................................................................................... 7
2.1 Definitie van de orthopedagogiek ....................................................................................... 7
2.2 Diagnostiek ...................................................................................................................... 7
2.3 Ondersteuningsdenken ...................................................................................................... 8
3. Diagnostische cyclus............................................................................................................... 8
3.1 Wetenschap versus praktijk ............................................................................................... 8
3.2 Diagnostische cyclus ......................................................................................................... 9
4. De diagnostische cyclus .......................................................................................................... 9
4.1 Belang van theorieën en referentiekaders ........................................................................... 9
4.2 Oordelen en beslissen in onzekerheid ................................................................................. 9
4.3 Van hulpvraag tot cyclus ..................................................................................................10
5. Het diagnostisch proces (De Bruyn et al., 2005) ......................................................................10
5.1 Aanmelding .....................................................................................................................10
5.2 Diagnostische cyclus ........................................................................................................10
5.3 Advies = voorwaardelijke voorspelling ...............................................................................13
6. Praktijkmodel: handelingsgerichte diagnostiek (HGD) in het onderwijs .....................................23
7. Methoden voor visualisatie van problemen/gebeurtenissen ......................................................23
7.1 Genogram .......................................................................................................................23
7.2 Gezinskaart .....................................................................................................................24
7.3 Systemogram ..................................................................................................................24
7.4 Tijdlijn of levenslijn ..........................................................................................................24
H2: assessment en diagnostiek van GG-problemen bij VB: de gouden standaard ............ 25
1. (Voor-onder)stellingen ...........................................................................................................25
2. Kaders voor assessment en diagnostiek ..................................................................................25
3. Assessment en diagnostiek synthese ......................................................................................27
4. Instrumenten klinische studie afbouw antipsychotica ...............................................................27
5. Casus: Erwin .........................................................................................................................28
H3: Handelingsgerichte diagnostiek .................................................................................. 30
1. Enkele stellingen ...................................................................................................................30
2. Good practice / take home messages .....................................................................................30
1
,H4: kwaliteitsvolle psychodiagnostiek in de praktijk: criteria, evaluaties en recente
ontwikkelingen in Vlaanderen ............................................................................................ 32
1. Inleiding + assessment lab ....................................................................................................32
2. CBCL & TEA-ch (cultuurbias) ..................................................................................................32
3. VFD → ‘testgebruik’ Vlaanderen .............................................................................................33
4. Instanties betreffende ‘testkwaliteit’ & ‘kwaliteitscontrole’ in Vlaanderen ...................................34
5. Psychometrie ........................................................................................................................34
5.1 Betrouwbaarheid ..............................................................................................................34
5.2 Validiteit ..........................................................................................................................35
5.3 Normen ...........................................................................................................................35
5.4 Kenmerken psychodiagnostiek in het algemeen .................................................................35
6. Eigen onderzoek met de WISC-III ..........................................................................................35
7. Nieuwste visies rond IQ-tests (CHC!!) .....................................................................................36
8. Cultuurbias ...........................................................................................................................37
9. Relativering IQ & conclusie ....................................................................................................37
10. Extra ..................................................................................................................................37
11. Taking home messages .......................................................................................................37
H5: familiereflex ................................................................................................................. 38
1. Wat doet familieplatform? ......................................................................................................38
1.1 Geen sociaal vacuüm........................................................................................................38
1.2 Waarom familie betrekken? ..............................................................................................38
2. Vier pijlers voor familievriendelijke zorg ..................................................................................39
3. Kinderen als naasten .............................................................................................................43
3.1 KOPP/KOAP .....................................................................................................................43
H6: Handelingsplanning ..................................................................................................... 45
1. Wat is handelingsplanning .....................................................................................................45
1.1 What’s in a name? ...........................................................................................................45
2. Onderscheiden modellen van handelingsplanning (Klomp, 1984, 1999) ....................................45
2.1 Theoretische modellen van handelingsplanning ..................................................................46
3. Methodisch en planmatig handelen: fasen in het proces van handelingsplanning.......................46
3.1 Hoe ziet een handelingsplanning eruit? .............................................................................47
4. Voorbeeld van een uitgewerkt handelingsplan .........................................................................47
4.1 Doelen moeten “SMART” zijn ............................................................................................48
5. Checklist voor een goed handelingsplan .................................................................................49
5.1 Handelen = intentioneel handelen.....................................................................................49
2
, H7: Kwaliteitsvolle diagnostiek en de richtlijnen casusformulering .................................. 50
1. Kwaliteitsvolle diagnostiek .....................................................................................................50
1.1 Algemene Intersectorale Richtlijn Diagnostiek (AIRD) .........................................................50
2. Richtlijn casusformulering ......................................................................................................52
2.1 Onderzoek in 2022 ...........................................................................................................52
3. Het 5 i-model ........................................................................................................................52
3.1 Ideografisch ....................................................................................................................52
3.2 Integratief .......................................................................................................................52
3.3 Interventie-gericht ...........................................................................................................52
3.4 Interactief .......................................................................................................................53
3.5 Introspectie .....................................................................................................................54
H8: Handelingsgericht werken en handelingsgerichte diagnostiek in de context van CLB
en school ............................................................................................................................. 55
1. Doelen van de les .................................................................................................................55
2. De uitgangspunten van handelingsgericht werken ...................................................................55
3. Het zorgcontinuüm ................................................................................................................55
3.1 HGD binnen leerlingen-begeleiding ...................................................................................55
4. Introductie Prodia-model .......................................................................................................56
4.1 Focus op wisselwerking ....................................................................................................56
4.2 Handelingsgerichte diagnostiek binnen CLB .......................................................................56
H9: diagnostiek en handelingsplanning binnen de kiem ................................................... 62
1. De Kiem ...............................................................................................................................62
2. Diagnostiek en handelingsplanning .........................................................................................62
2.1 Intake diagnostiek – ambulant ..........................................................................................62
2.2 Handelingsplanning – ambulant ........................................................................................63
2.3 Intake en diagnostiek – residentieel ..................................................................................63
2.4 handelingsplanning – residentieel .....................................................................................63
Cluster 2 ............................................................................................................................. 65
H10: PROBLEEMGEDRAG EN EMOTIONELE ONTWIKKELING BIJ PERSONEN MET EEN
VERSTANDELIJKE BEPERKING ........................................................................................... 65
1. Over wie hebben we het? ......................................................................................................65
2. Emotionele ontwikkeling: universeel .......................................................................................65
2.1 Hoe anders zijn zij/wij? ....................................................................................................65
2.2 Inleiding: it’s all in the mind .............................................................................................65
3. Kernprobleem .......................................................................................................................65
3.1 GG bij personen met VB: niet psychiatriseren ....................................................................66
4. Opfrissing ontwikkelingspsychologie van de vroege ontwikkeling ..............................................66
4.1 Het model zelve… ............................................................................................................66
4.2 Nodig: afgestemde omgeving; sensitief-responsieve hulpverleners/familie ...........................69
5. SEO-R / SEO-V2 (verkorte versie) ............................................................................................69
5.1 Gebruik en valkuilen huidige SEO ......................................................................................69
5.2 Naar een meer dynamische SEO … ...................................................................................69
3
