What is it about?

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a non-mainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.

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Why is it important?

Many school-based SLPs agree that dynamic assessment is an important component of any speech-language evaluation, but many report that they are uncertain how to carry out dynamic assessment in their practice. The purpose of this chapter is to provide school-based SLPs with several examples of how dynamic assessment can be incorporated into the evaluation process.

Perspectives

I hope this article encourages school-based SLPs who are not yet implementing dynamic assessment in their evaluations to consider doing so. As many interventionists are aware, standardized scores from static assessments only reveal a portion of a student's abilities. Seeing what a student can do given varying levels of support using a dynamic assessment approach not only minimizes bias in testing, it helps interventions to develop a treatment plan that focuses on each student's response to intervention.

Professor Ginger G Collins
University of Montana

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This page is a summary of: Dynamic Assessment of Speech and Language Disorders: Examples for an Educational Setting, August 2021, Emerald,
DOI: 10.1108/s0270-401320210000036010.
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