Abstract
Over the past few years, dynamic assessment approaches have been used with increasing frequency to assess children and adults experiencing learning difficulties. Research on dynamic assessment has focused primarily on their use with particular groups: children with learning disabilities (Samuels, Tzuriel, & Malloy-Miller, 1989), with cultural deprivation (Feuerstein, Rand, & Hoffman, 1979) and hearing impairment (Keane, 1987). Dynamic assessment has also been used to evaluate the outcome of intervention programs, such as Feuerstein, Rand, Hoffman, & Miller’s (1980) Instrumental Enrichment, for teaching thinking to adolescents (Arbitman-Smith, Haywood, & Bransford, 1984; Narrol, Silverman, & Waksman, 1982; Samuels, Roadhouse, Conte, & Zirk, 1984). However, little research has examined the use of dynamic assessment for evaluating the outcome of preschool intervention programs. The purpose of this chapter is to discuss the use of dynamic assessment for evaluating the effectiveness of preschool programs for children with learning difficulties. A project evaluating two approaches to programming for preschool children with special needs will be described to illustrate the use of dynamic assessment.
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Samuels, M.T., Killip, S.M., MacKenzie, H., Fagan, J. (1992). Evaluating Preschool Programs: The Role of Dynamic Assessment. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_10
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DOI: https://doi.org/10.1007/978-1-4612-4392-2_10
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