Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psychoeducational assessment. This book offers an introduction to diagnostic assessors in psychology, education, and speech/language pathology to the basic ideas, principles, and practices of dynamic assessment. Most importantly, the book presents an array of specific procedures developed and used by the authors that can be applied to clients of all ages in both clinical and educational settings. The authors discuss their approach to report-writing, with a number of examples to demonstrate how they incorporate dynamic assessment into a comprehensive approach to assessment. The text concludes with a discussion of issues and questions that need to be considered and addressed. Two appendixes include descriptions of additional tests used by the authors that are adapted for dynamic assessment, as well as information about dynamic assessment procedures developed by others and sources for additional information about this approach.
Author(s): H. Carl Haywood, Carol S. Lidz
Edition: 1
Year: 2006
Language: English
Pages: 420
Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Preface......Page 11
Foreword......Page 15
Foreword......Page 19
REFERENCES......Page 21
DEFINITIONS......Page 23
Applicability of Dynamic Assessment......Page 24
Comparison of Dynamic and Normative/Standardized Assessment......Page 25
CONCEPTS, ASSUMPTIONS, AND THEORETICAL BASIS OF DYNAMIC ASSESSMENT......Page 29
AN APPROACH TO DYNAMIC ASSESSMENT......Page 32
DATA FROM DYNAMIC ASSESSMENT......Page 34
MODELS OF DYNAMIC ASSESSMENT......Page 37
DISTINGUISHING DIFFERENT DA APPROACHES......Page 38
A RECOMMENDED APPROACH......Page 42
2 A Model of Mental Functioning......Page 43
TRANSACTIONAL PERSPECTIVE ON HUMAN ABILITY......Page 44
Implications of the Model for DA......Page 54
3 General Procedural Guidelines for Conducting an Assessment That Includes Dynamic Assessment......Page 57
CASE......Page 60
MEDIATION......Page 63
DOING DA......Page 65
4 Dynamic Assessment in Clinical Settings......Page 69
Intellectual Deficit and Psychosis......Page 71
SPECIAL APPLICATIONS IN PSYCHOPATHOLOGY......Page 75
DA AND LESS SEVERE DISORDERS......Page 76
DA AND DEVELOPMENTAL DISABILITIES......Page 79
Providing Missing Information......Page 84
DA OF ADAPTIVE BEHAVIOR......Page 85
NEUROPSYCHOLOGICAL DYNAMIC ASSESSMENT......Page 88
ABOUT PRINCIPLES AND INSTRUMENTS......Page 94
ISSUES OF APPLYING DYNAMIC ASSESSMENT TO SCHOOL ACHIEVEMENT......Page 96
APPLICATIONS TO READING......Page 99
APPLICATIONS TO MATHEMATICS......Page 103
APPLICATIONS TO SPEECH AND LANGUAGE......Page 106
OTHERS......Page 108
CONCLUSION......Page 112
OVERVIEW OF DYNAMIC ASSESSMENT PROCEDURES FOR USE WITH YOUNG CHILDREN......Page 113
PURPOSE AND RATIONALE......Page 114
THEORETICAL FRAMEWORK......Page 117
SUBSCALES AND BEHAVIOR RATINGS......Page 121
SCORING......Page 123
GENERAL INSTRUCTIONS......Page 124
ASSESSOR EXPERIENCE......Page 125
TESTING CONDITIONS......Page 126
SUBSCALE AND BEHAVIOR RATING RATIONALES......Page 127
BEHAVIOR OBSERVATION RATINGS......Page 131
SCORES......Page 135
SUBSCALE INTERPRETATION......Page 137
TECHNICAL INFORMATION......Page 139
SHURIN STUDY......Page 143
LEVY STUDY......Page 147
BENSOUSSAN AND MALOWITSKY STUDIES......Page 150
ARANOV STUDY......Page 153
LARGOTTA STUDY......Page 154
ADMINISTERING THE ACFS TO DEAF STUDENTS......Page 155
SUMMARY......Page 159
Procedures: (test scores at end of report)......Page 160
Assessment Results......Page 161
Recommendations......Page 167
Background Information......Page 170
Classroom Observation......Page 173
Clinical Observations......Page 174
Cognitive Assessment System......Page 175
ACFS Dynamic Assessment......Page 177
AAMR Adaptive Behavior Scale......Page 180
Recommendations......Page 182
GENERAL INTRODUCTION......Page 184
I. Function: CLASSIFICATION......Page 185
II. Function: AUDITORY MEMORY/STORY RETELLING......Page 187
III. Function: SHORT-TERM VISUAL MEMORY......Page 189
IV. Function: SEQUENTIAL PATTERN COMPLETION......Page 191
V. Function: PERSPECTIVE TAKING......Page 194
VI. Function: VERBAL PLANNING......Page 195
List of ACFS Materials and Sources......Page 197
7 Applying Dynamic Assessment with School-Age Children......Page 198
CURRICULUM-BASED DYNAMIC ASSESSMENT......Page 199
1. Attention......Page 201
3. Memory......Page 202
4. Language......Page 203
6. Metacognition (Planning)......Page 205
The Cognitive Assessment System/Group Dynamic Assessment......Page 208
Simultaneous Processing......Page 212
Planning......Page 213
Research......Page 214
IDENTIFYING GIFTED MINORITY STUDENTS WITH DYNAMIC ASSESSMENT......Page 217
Use of the Mediated Learning Experience Rating Scale for Teacher Consultation......Page 224
THE TASKS OF CHILDHOOD AND ADULTHOOD......Page 227
Scholastic Aptitude......Page 229
ASSESSMENT OF VOCATIONAL APTITUDE......Page 239
CONTINUUM OF ASSESSMENT SERVICES......Page 242
PROCEDURES AND PROBLEMS WITH GROUP DA......Page 244
SPECIAL CONCERNS REGARDING DA WITH SENIORS......Page 254
REPORTING TO EDUCATORS......Page 257
Linking Assessment with Intervention......Page 258
Reason for Referral......Page 259
Background Information......Page 260
Academic Skills......Page 261
Motor......Page 265
Attention......Page 266
Cognition......Page 267
Executive......Page 268
Social and Emotional......Page 269
Regulation of attention......Page 271
General recommendations......Page 272
Reading comprehension......Page 273
Emotional reactivity......Page 274
Case Discussion......Page 277
Background Information......Page 279
Behavior......Page 283
Reading......Page 284
Sensorimotor Functions......Page 286
Attention......Page 287
Memory......Page 288
Language......Page 289
Cognition......Page 290
Social–Emotional Functioning......Page 291
Conclusions and Recommendations......Page 292
How can these best be addressed?......Page 293
Case Discussion......Page 299
Background Information......Page 301
Academic Achievement......Page 305
Sensorimotor and Perceptual Functions......Page 307
Memory......Page 308
Cognition......Page 309
Social–Emotional Functions......Page 310
Executive Functions......Page 311
Conclusions and Recommendations......Page 312
Case Discussion......Page 320
Use of Dynamic Assessment in Clinical Settings......Page 321
CASE 9.4 Tommy......Page 323
Copying of geometric figures......Page 324
Plateaux......Page 325
Transformation......Page 327
Organization of dots......Page 329
Learning tasks from Bright Start......Page 331
Behavioral Observations......Page 333
Conclusions and Recommendations......Page 334
CASE 9.5 Mr. J.......Page 337
The Role of DA in These Cases......Page 341
Developing IEPs and Service Plans......Page 342
LEARNING POTENTIAL......Page 343
RTI......Page 346
TESTING THE LIMITS, TRIAL TEACHING, AND PERFORMANCE-BASED ASSESSMENT......Page 347
APPLICATIONS OF DYNAMIC ASSESSMENT......Page 348
LIMITATIONS......Page 350
TRAINING IN DA......Page 352
APPENDIX A: Tests Referred to in the Text That Do Not Belong to the Authors......Page 357
LIMITS ON DISTRIBUTION Unknown......Page 363
I. Programs and Materials Available for Purchase......Page 368
II. Some Dynamic Assessment Resources......Page 370
References......Page 371
Author Index......Page 395
Subject Index......Page 400
Tests and Testing Materials Index......Page 419
