Dynamic Assessment: Whys and Hows

2010 ◽  
Vol 11 (3) ◽  
pp. 80-87
Author(s):  
Lynette Austin
Keyword(s):  
Language Skills ◽  
Dynamic Assessment ◽  
Strong Support ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
Speech Language Pathologists ◽  
School Based ◽  
Diverse Backgrounds

Recent research indicates that speech-language pathologists (SLPs) typically do not implement dynamic assessment (DA) in evaluating the language skills of children from culturally and linguistically diverse backgrounds, despite recommendations from the American Speeh-Lanugage-Hearing Association (ASHA) and strong support in the literature. This article reviews different dynamic assessment formats and relevant research while making a case for DA implementation in school-based practices. Steps in designing dynamic assessments are outlined, and sample dynamic assessment write-ups from actual cases are provided.

Challenges in Service Provision to Children and Families from Linguistically Diverse Backgrounds

2021 ◽  
Vol 42 (05) ◽  
pp. 395-418
Author(s):  
Keisey Fumero ◽  
Michelle Torres-Chavarro ◽  
Carla Wood
Keyword(s):  
Service Provision ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Children And Families ◽  
Cultural Impact ◽  
Speech Language Pathologists ◽  
Diverse Backgrounds ◽  
Common Practices

AbstractThe purpose of this study was to examine and describe experiences and perceptions of speech-language pathologists (SLPs) serving children and families from culturally and linguistically diverse populations. Twenty SLPs were interviewed using an online audio platform regarding common practices, resources and supports, challenges, and communication. Participants' responses to the semi-structured questions were transcribed and analyzed to identify themes in experiences. Results suggested six overall themes including: considerations for assessment; cultural impact; linguistic access and barriers; professional preparedness; impact of COVID-19; and helpful tips and resources. The discussion includes recommendations and resources to address obstacles.

Outcomes of Dynamic Assessment with Culturally and Linguistically Diverse Students: A Comparison of Three Teaching Methods Within a Test-Teach-Retest Framework

2001 ◽  
Vol 2 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Ellen Stubbe Kester ◽  
Elizabeth D. Peña ◽  
Ronald B. Gillam
Keyword(s):  
Hybrid Methods ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Control Group ◽  
Optimum Level ◽  
Mediated Learning ◽  
Hybrid Instruction ◽  
Linguistically Diverse Students ◽  
Diverse Backgrounds

This study was designed to investigate the dynamic assessment of vocabulary abilities in preschool-aged children from culturally and linguistically diverse backgrounds. Using a test-teach-retest model, we compared the labeling skills of children who received direct instruction (DI), mediated learning experiences (MLE), and hybrid methods during the teaching portion of a dynamic assessment of children’s labeling skills. Children in a control group received the pre- and post-tests without an intervening teaching phase. Children in all three dynamic assessment instruction groups labeled more pictures correctly at retest compared to children in the control group who did not demonstrate labeling gains. Of greater interest, the three teaching strategies resulted in varying degrees of improvement. The labeling scores of children who received MLE and Hybrid instruction improved more from test to retest than the scores of children who received DI. Results suggest that cognitively based dynamic assessment approaches (MLE and Hybrid conditions) help children from culturally and linguistically diverse backgrounds perform at their optimum level during dynamic assessment.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Assessment of Children and Youth from Culturally and Linguistically Diverse Backgrounds with Mental Chronometric Techniques

1998 ◽  
Vol 86 (1) ◽  
pp. 321-322 ◽  
Author(s):  
John H. Kranzler
Keyword(s):  
Linguistically Diverse ◽  
Children And Youth ◽  
Culturally And Linguistically Diverse ◽  
Diverse Backgrounds

Reviewed research supported a promising approach for the assessment of children and youth from culturally and linguistically diverse backgrounds.

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