Dynamic Assessment of Children with Language Impairments: A Pilot Study

Autor/inn/en	Hasson, Natalie; Botting, Nicola
Titel	Dynamic Assessment of Children with Language Impairments: A Pilot Study
Quelle	In: Child Language Teaching and Therapy, 26 (2010) 3, S.249-272 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659009349982
Schlagwörter	Children; Language Impairments; Expressive Language; Grammar; Evaluation Methods; Diagnostic Tests; Standardized Tests; Pilot Projects; Intervention; Scores; Pretests Posttests; Foreign Countries; United Kingdom; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Grammatik; Diagnostic test; Diagnostischer Test; Standadised tests; Standardisierter Test; Pilot project; Modellversuch; Pilotprojekt; Ausland; Großbritannien
Abstract	This article describes the construction of a procedure for dynamic assessment of the expressive grammar of children already identified with language impairments. Few instruments exist for the dynamic assessment of language, and those that have been developed have been largely used to successfully differentiate language impaired from culturally different or typically developing populations. The emphasis in this study was on eliciting clinically useful information that may be used to inform intervention for children with specific language impairment (SLI). The method was piloted on three children with specific language impairments. The test-train-retest format made use of standardized administration of the CELF-3 (UK) before and after a designated training protocol. The training procedure required the children to formulate sentences from randomly presented words, assisted by mediation from the assessor. Results showed that the task used was valuable and appropriate for use as a dynamic measure, and elicited differentiated amounts of change in the children in response to the mediated training phase. Pre-test-post-test results were inconclusive, however, and the frameworks for summarizing information could benefit from revision. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10