In this module Cate discusses using dynamic assessment using repetition of nonwords, sentences and syllables (Dollaghan & Campbell, 1998) to help confirm Alex’s diagnosis of developmental apraxia.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
This module explains what dynamic assessment is through an example for viewers.
This module demonstrates dynamic assessment using the non-word repetition task with a typically developing child and a low-average performing child.
This module demonstrates dynamic assessment using the non-word repetition task with a child with a mild language delay and a child with a moderate to severe delay.
This module introduces another form of dynamic assessment: fast mapping.
This module includes a different example of fast-mapping with a child with a mild delay.
This module provides another example of dynamic assessment using fast-mapping with a child with a mild to moderate delay.
(Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
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 who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.