SLP Midterm: Dynamic vs. Static Assessment

Modifiability: difference vs. disorder

-Learned with minimal support-> indicative of a language difference -Skills aren't transferring and mod-max support needed-> indicative of a language disorder

When might dynamic assessment be useful?

-To distinguish between a language difference and a language disorder, especially for children from culturally and linguistically diverse backgrounds -To inform intervention decisions by examining the child's response to a mediated learning experience ("trial therapy")

Dynamic Assessment (vs. static)

-active participants -examiner participates -describe modifiability -fluid, responsive *deviate from the standardized procedures*

Dynamic Assessment defined

-highly interactive & process-oriented -"a method of conduction a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential." -"The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment."

What is modifiability?

-how we describe the child's response to a MLE, based on the observations during teaching -looking at the child's responsivity, transfer skills, and examiner effort

Strategies of Mediated Learning Experience

-intentionality -meaning -transcendence -application -competence

Static Assessment (vs. dynamic)

-passive participants -examiner observes -identify deficits -standardized *follow the standardized procedures*

Basic Framework of Dynamic Assessment

1) Pretest -assess child's current performance 2) Teach -using a mediated learning experience (MLE) -help the child develop strategies -observe the child's modifiability 3) Post Test -compare performance to pretest -assess transfer of strategies

MLE Strategy: Competence

Check for understanding of the skill and it's importance -EX: why is important to learn new names for things and use the new names?

MLE Strategy: Application

Clarify expectations, give instructions, provide a model, and allow opportunities to practice -EX: let's practice naming some objects together. I will ask you to name the object. If you don't know it, that's okay and I will tell you. Try to remember the names.

MLE Strategy: Transcendence

Describe relevance of the skill to real life -EX: if you ask your teacher for "that thing" would she know what you wanted? If you use the object's name- "pencil" would she know?

Describing Modifiability: Transfer

Do they remember the goal or do you have to remind them? -How well does the child apply the target skills from one item to the next? -From one task to the next? -Does the child apply learned strategies soon after learning them?

MLE Strategy: Meaning

Explain why it's relevant -EX: all things, actions, and people have a special name that we call them

What is the ultimate goal of a mediated learning experience (MLE)?

For the children to become learners who are self-directed and independent

Describing Modifiability: Examiner Effort

How tired are you after the intervention? -How much support does the child need? -What is the nature of the support required?

Describing Modifiability: Child Responsivity

Qualitative description of the child's response to intervention -How well does the child respond to the MLE? (are they attentive? Do they remain focused or lose focus?) -Does the child demonstrate efficient learning strategies?

MLE Strategy: Intentionality

State the purpose of the teaching -EX: today we are going to practice naming things

What is the key to a mediated learning experience (MLE)?

The examiner deliberately teaches, watches how the child responds to instruction, and adjusts teaching accordingly