Dynamic Assessment: Non-Word Repetition Task Part 1 (PDE: Module 29)
This module demonstrates dynamic assessment using the non-word repetition task with a typically developing child and a low-average performing child.
Dynamic Assessment: Non-word Repetition Task Part 2 (PDE: Module 30)
This module demonstrates dynamic assessment using the non-word repetition task with a child with a mild language delay and a child with a moderate to severe delay.
Dynamic Assessment: Fast Mapping Introduction and Example 2 (PDE: Module 32)
This module includes a different example of fast-mapping with a child with a mild delay.
Dynamic Assessment: Fast Mapping Introduction and Example 3 (PDE: Module 33)
This module provides another example of dynamic assessment using fast-mapping with a child with a mild to moderate delay.
Language Sample: Subway Photo (PDE: Module 34)
In this module, Cate demonstrates one of her tried and true dynamic assessment tools, the Subway Photo from her SLAM Card Series.
Clinical Judgment/Informed Clinical Opinion Part 1 (PDE: Module 35)
This module begins to explain exactly what clinical judgment, or informed clinical opinion, is and how to use it during the evaluation process.
Quantification without Standardized Tests (PDE: Module 37)
This modules explains how to provide quantification for a delay or disorder, if one exists, as it is required by the law.
(Kapantzoglou, Restrepo, & Thompson, 2012) Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children
The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services
This is a policy document published by the American Speech-Language-Hearing Association (ASHA) establishing its position on what skills are needed by speech language pathologists in order to work competently with culturally and linguistically diverse clients.
Model Eval: 3;0- English- Severe Language Delay- Blind/ Multiple Handicaps
This is a model evaluation of Martha: a prelinguistic 3-year-old child who is blind and has very significant cognitive, fine motor, and gross motor impairments.
