By H. Carl Haywood, Carol S. Lidz
Dynamic evaluate embeds interplay in the framework of a test-intervene-retest method of psychoeducational review. This e-book bargains an advent to diagnostic assessors in psychology, schooling, and speech/language pathology to the elemental principles, rules, and practices of dynamic evaluate. most significantly, the booklet provides an array of particular tactics constructed and utilized by the authors that may be utilized to consumers of every age in either scientific and academic settings. The authors talk about their method of report-writing, with a few examples to illustrate how they contain dynamic review right into a complete method of review. The textual content concludes with a dialogue of matters and questions that must be thought of and addressed. appendixes contain descriptions of extra assessments utilized by the authors which are tailored for dynamic review, in addition to information regarding dynamic evaluate approaches built by means of others and resources for additional info approximately this process.
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Additional info for Dynamic Assessment in Practice: Clinical and Educational Applications
Some process of acquisition and elaboration of fundamental metacognitive processes (systematic thinking modes) appears to be essential for effective learning, regardless of the level of intelligence. That is to say, even the most intelligent children will not be effective learners unless and until they have managed to acquire such processes. The trick in that assertion is simply that the more intelligence one has, the easier it is to acquire the fundamental metacognitive processes, so with very intelligent children the process of acquisition often appears to be spontaneous, unintentional, and effortless.
What is the response to intervention? One can specify what was apparently needed and then give the required help only to find that individuals vary widely in how much that helps. ” This is essentially a gain-score question: What is the difference between baseline performance and postintervention performance? It is also important to note that response to intervention can be expected to vary not only from person to person but also according to the type of intervention. For example, if there is minimal response to simple motor focusing (directing an examinee’s attention to the relevant aspects of a task, often by simply pointing) but pronounced improvement following verbal focusing of attention, the interpretation of response to intervention must be quite different.
1 shows the elements of that distinction. The most fundamental difference between intelligence and cognition (cognitive and metacognitive processes) is their respective origins. According to the transactional perspective, intelligence is primarily genetic, whereas cognitive processes must be acquired. 1. Distinction between intelligence and cognition according to six criteria: source, modifiability, character, modes of assessment, composition, and developmental requirements Comparison of intelligence and cognition Intelligence Cognition Source Modifiability Character Genetic (polygenic) Modest Global, g Assessment Composition Achievement Intellectual Developmental requirements Genes, nutrition health, safety, fostering environment Acquired High Generalizable Specific Process Mix of native ability, motives, habits, attitudes Active, directed teaching; mediation of cognitive processes Note: From Haywood (1995, 2004, 2006); Haywood & Switzky (1992); Haywood, Tzuriel, & Vaught (1992).