Static and Dynamic Measures of Learning in Young Handicapped Children

Abstract

The purpose of this study was two-fold. We compared children's performance on static and dynamic assessment and we compared two different types of dynamic assessment, graduated prompt and mediation. Forty-four young handicapped children (mean age = 68. 75 months) parthis study, In Phase I of the study, children repeived static and graduated prompt assessment. Children who did not on graduated prompt assessment received a secon essment in Phase II of the study. In Phase II ueted prompt or mediation dynamic assessm . as found between static and graduated p 34% of the children, static and d grac sistent Therefore, graduated prornot a ntial of children that was not identli ance findings indicated that the gradudid not differ. Analysis of children who er scores for the mediation group. on and graduated prompt scores were at identified learning potential of children graduated prompt assessment.

Dynamic testing.

“…Second, the magnitudes of the reported effects were quite low; in light of the facts that multivariate models were not tested and that the obtained p values were not corrected for multiple comparisons, the published p values of .01 might not hold under proper reanalysis. These findings, however, were supported by the results from two other studies conducted by the same group (Burns, Delclos, Vye, & Sloan, 1992; Burns et al, 1987). Thus, even though the magnitudes of the observed effects are not large, their consistency across the Vanderbilt group studies (Burns et al, 1987, 1992) suggests their durable nature.…”

“…These findings, however, were supported by the results from two other studies conducted by the same group (Burns, Delclos, Vye, & Sloan, 1992; Burns et al, 1987). Thus, even though the magnitudes of the observed effects are not large, their consistency across the Vanderbilt group studies (Burns et al, 1987, 1992) suggests their durable nature.…”

“…Many validity studies have compared the effectiveness of different types of mediation on test performance (e.g., Burns, Vye, Bransford, Delclos, & Ogan, 1987;Missiuna & Samuels, 1989). One of the most recent, as well as comprehensive and This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

“…However, there is variability to the extent that some approaches are adaptive, that is, hints/scaffolds are provided which are differentially contingent upon the individual's responses (e.g., [115][116][117][118]). Testers who seek to use these approaches will typically focus upon changes in problem-solving processes and the use of strategy patterns during testing.…”

Enhancing the Learning Achievements and Attitudes of Taiwan Vocational School Students in Accounting with the Dynamic Assessment System

“…Embretson (1987) emphasized cognition variability and proposed the psychometric approach dynamic assessment model, which uses spatial reason testing for training materials, and adopts the pretesttrain -posttest sequence to evaluate the learning benefits of training participants. Burns, Vye, and Bransford (1987) considered learning to be a continuous direct experience. Burns et al integrated Feuerstein's (1979) learning potential assessment device model and Campione and Brown's (1987) graduated prompting assessment model to develop a pretest -train -retest -train -posttest procedure, called the continuum of assessment model.…”