(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.
(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
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.
This module begins to explain exactly what clinical judgment, or informed clinical opinion, is and how to use it during the evaluation process.
This modules explains how to provide quantification for a delay or disorder, if one exists, as it is required by the law.
Fast mapping is a type of novel word-learning, dynamic assessment used in evaluating preschool and school-aged children.
Dynamic Assessment is a method of assessment which uses a “test-teach-retest” model and the emphasis is on the individual’s ability to acquire the skills/knowledge being tested after being exposed to instruction.