This module explains what dynamic assessment is through an example for viewers. Read More
Category: Dynamic Assessment
Dynamic Assessment is a method of assessment, which uses a “test-teach-retest” model. The emphasis is on the individual’s ability to acquire the skills/knowledge being tested after being exposed to instruction. Dynamic assessment is often contrasted with static assessment, which focuses on the skills/knowledge gained prior to assessment. Dynamic assessment is part of an effort to reduce biases inherent in norm-referenced testing that has resulted in disproportionate numbers of minority and culturally/linguistically diverse children being referred for special education.
Shift in Clinical Practice (Preschool Disability Evaluations: Module 26)
This module explains the need to shift the clinical practice from the traditional score driven method of evaluating children for disabilities to one supported by holograms and appropriate assessment. Read More
Appropriate Assessment Procedures- Part 3 (Preschool Disability Evaluations: Module 14)
This module discusses how to do preschool evaluations in an accurate and appropriate manner. Read More
Relevant Research: Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
Source URL: View this document on the ASHA website
The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children. Bilingual children are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
Law and Policy: Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
Source URL: View this document on the ASHA website
This is a policy document published by the American Speech-Language-Hearing Association (ASHA) establishing its position on what skills are needed by speech language pathologists in order to work competently with culturally and linguistically diverse clients.
Model Eval: 3;0- English- Severe Language Delay- Blind/ Multiple Handicaps
Martha is a 3-year-old child who is blind and has very significant cognitive, fine motor, and gross motor impairments. Martha was transitioning from Early Intervention to Preschool during this evaluation. Martha is prelinguistic. In an Evaluation of Child with Multiple Handicapping Conditions, it is always important to provide information on a child’s strengths and weaknesses, and to quantify the child’s developmental levels.
Model Eval: 3;0- AAE/ SAE- Severe Language Delay- Shaken Baby Syndrome
ModelEval30-AAESAE-SevereLanguageDelay-ShakenBabySyndrome.pdf
Anthony is a 3-year-old child with multiple-handicaps. He has “Shaken Baby Syndrome” due to abuse. He lives with his grandmother who primarily speaks AAE, but is also exposed to SAE. With all children, but especially children with severe multiple handicaps, it is critical to describe the child’s strengths which can be built upon in developing strategies to improve the child’s functional communication.
Relevant Research: Identifiers of Predominantly Spanish-Speaking Children with Language Impairment
Source URL: View this document on the ASHA website
This study proved that measures other than standardized language assessments can more accurately identify language impairment in culturally and linguistically diverse children (in this case monolingual Spanish speakers). Read More
