Dynamic Assessment The Model, its Relevance as a Nonbiased Approach, and its Application to Latino American Preschool Children Clinical Forum
Clinical Forum  |   October 01, 1996
Dynamic Assessment
 
Author Affiliations & Notes
  • Carol S. Lidz
    Graduate School of Education & Psychology, Touro College, Empire State Building, 350 Fifth Avenue, Suite 1700, New York, NY 10118
  • Elizabeth D. Peña
    University of Texas-Austin
Article Information
Cultural & Linguistic Diversity / Language Disorders / Clinical Forum: Cultural/Linguistic Variation
Clinical Forum   |   October 01, 1996
Dynamic Assessment
Language, Speech, and Hearing Services in Schools, October 1996, Vol. 27, 367-372. doi:10.1044/0161-1461.2704.367
History: Received April 12, 1993 , Accepted February 11, 1994
 
Language, Speech, and Hearing Services in Schools, October 1996, Vol. 27, 367-372. doi:10.1044/0161-1461.2704.367
History: Received April 12, 1993; Accepted February 11, 1994

This article describes the dynamic assessment model, an alternative approach to the diagnostic assessment of young children. This model is adaptable for use by all members of the multidisciplinary team. Specific adaptation as a diagnostic measure for speech-language pathologists working with preschool Latino children has been successful in differentiating language differences from language deficiencies. The article describes the research and offers two case illustrations to demonstrate application of this adaptation.

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