Dynamic Assessment: Whys and Hows 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 ... Article
Article  |   October 01, 2010
Dynamic Assessment: Whys and Hows
Author Affiliations & Notes
  • Lynette Austin
    Department of Communication Sciences and Disorders, Abilene Christian University, Abilene, TX
Article Information
Development / Special Populations / Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Attention, Memory & Executive Functions
Article   |   October 01, 2010
Dynamic Assessment: Whys and Hows
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 80-87. doi:10.1044/sbi11.3.80
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 80-87. doi:10.1044/sbi11.3.80

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.

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