National survey of school psychologists regarding use of dynamic assessment and other nontraditional assessment techniques

A national survey of specialist school psychologists examined the perceived usefulness of assessment techniques in making decisions regarding eligibility for the educational classification of emotional disturbance and in generating classroom recommendations. Analysis showed measures rated as most useful were interviews with the parent, teacher, and student, observations of the student, and norm-referenced rating scales. Projective techniques were least useful. These findings are important in the context of “best practices” for the multidimensional assessment of emotional disturbance which promotes a more direct link between assessment and intervention.

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Teachers’ ratings of the informativeness and usefulness of cognitive assessment reports: Does dynamic assessment make a difference?

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1401118v ◽

2014 ◽

Vol 46 (1) ◽

pp. 118-144

Author(s):

Ivana Vulic ◽

Ana Altaras-Dimitrijevic ◽

Zorana Jolic-Marjanovic

Keyword(s):

School Readiness ◽

School Psychologists ◽

Cognitive Assessment ◽

Dynamic Assessment ◽

Empirical Support ◽

Cognitive Problem ◽

Positive Effect ◽

Preliminary Phase ◽

Very High ◽

Assessment Reports

Dynamic assessment is presumed to reveal specific difficulties in cognitive problem solving and determine the kinds of support which may aid in overcoming them. In the present study we examined whether these additional data provided by dynamic assessment contribute to the informativeness and usefulness of assessment reports, as rated by teachers. In the preliminary phase, nine preschoolers were tested with the adapted Serbian WISC, containing an additional block of dynamic assessment. In the main phase, two groups of elementary teachers (Nstat= 41, Ndyn= 44) rated the informativeness, usefulness, and clarity of reports based on either static, or static+dynamic assessment of three children from the preliminary sample. The results indicate a significant positive effect of dynamic assessment on teachers? ratings of the informativeness of reports (particularly regarding the child?s reactions to adult scuffolding) and their combined ratings of several aspects of the reports? usefulness. The reports did not differ with respect to clarity, and their informativeness and usefulness were generally rated very high. The findings thus provide empirical support for the proposed advantages of dynamic assessment, encourage its use in assessing school readiness, and urge school psychologists to regularly inform teachers on their observations from both static and dynamic cognitive assessment.

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School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-019-03985-3 ◽

2019 ◽

Vol 50 (9) ◽

pp. 3081-3091 ◽

Cited By ~ 2

Author(s):

Maryellen Brunson McClain ◽

Jeffrey D. Shahidullah ◽

Katherine R. Mezher ◽

Cassity R. Haverkamp ◽

Kandice J. Benallie ◽

...

Keyword(s):

School Psychologists ◽

National Survey ◽

Care Coordination

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Perspectives and Practices in Family-School Partnerships: A National Survey of School Psychologists

School Psychology Review ◽

10.1080/02796015.2000.12086012 ◽

2000 ◽

Vol 29 (2) ◽

pp. 235-250 ◽

Cited By ~ 7

Author(s):

Lynn E. Pelco ◽

Roger R. Ries ◽

Lisa Jacobson ◽

Susan Melka

Keyword(s):

School Psychologists ◽

National Survey ◽

School Partnerships

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Estimation of Cognitive Plasticity in Old Adults Using Dynamic Assessment Techniques

Journal of Cognitive Education and Psychology ◽

10.1891/1945-8959.8.1.38 ◽

2009 ◽

Vol 8 (1) ◽

pp. 38-51 ◽

Cited By ~ 10

Author(s):

Elena Navarro ◽

María Dolores Calero

Keyword(s):

Older Adults ◽

Cognitive Functioning ◽

Dynamic Assessment ◽

Cognitive Status ◽

Diagnostic Utility ◽

Old Adults ◽

Age Related ◽

Assessment Techniques ◽

Cognitive Plasticity

In recent years, research has provided extensive data concerning the use, utility, and appropriateness of dynamic assessment techniques as a way of determining cognitive plasticity in old adults. Current research in this area is focused on three principle lines of investigation: (a) determining neurological correlates of cognitive plasticity evaluated through dynamic assessment techniques; (b) establishing the diagnostic utility of such procedures; and (c) analyzing age-related limits with regard to quantity and domains of plasticity. In this context, the present study was undertaken using a sample of 274 older adults, who were evaluated through two dynamic assessment techniques and one cognitive functioning screening test over a period of 3 consecutive years. Results show differences in plasticity related to both age and cognitive status. The study also demonstrates the capacity of plasticity to predict maintenance and decline in a follow-up period of 3 years.

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Assessing the Visually Impaired Child: A School Psychology View

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8007400905 ◽

1980 ◽

Vol 74 (9) ◽

pp. 344-350 ◽

Cited By ~ 6

Author(s):

Judy L. Genshaft ◽

Nancy L. Dare ◽

Patricia L. O'malley

Keyword(s):

Public Schools ◽

School Psychologists ◽

Clinical Judgment ◽

Cognitive Abilities ◽

Visually Impaired ◽

Assessment Instruments ◽

The Public ◽

Assessment Techniques ◽

Visually Handicapped ◽

Impaired Children

Because Public Law 94-142 mandates the public schools to educate handicapped children, school psychologists will increasingly be called on to assess visually impaired children. This article reviews a variety of assessment instruments that psychologists can use to evaluate the visually handicapped child's residual vision; cognitive abilities; academic achievement; social, developmental, and language skills; and vocational potential. The authors emphasize the importance of the school psychologist's clinical judgment in selecting assessment techniques and interpreting results.

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