Successful application of a dynamic assessment procedure with deaf students between the ages of four and eight years

Educational and Child Psychology

Volumn 21, Issue 1, 2004, Pages 59-73

  Lidz, Carol S ^a  

^a Bala Cynwyd   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34948864193     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (37)

1. Allen, W., Abraham, S. & Stoker, R. (1988). Providers and practices in psychoeducational assessment of the hearing impaired in educational settings. Diagnostique, 14, 26–48.
2. Aranov, Z. (1999). Validity and reliability of the ACFS Behavior Observation Rating Scale. ED438294.
3. Bensoussan, Y. (2002). The effectiveness of mediation on three subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. Unpublished maters thesis, Touro College, New York.
4. Bracken, B.A. & Cato, L.A. (1986). Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children. Psychology in the Schools, 23(1), 95–99.
5. Braden, J.P. (1992a). Intellectual assessment of deaf and hard-of-hearing people: A quantitative and qualitative research synthesis. School Psychology Review, 21(1), 82–94.
6. Braden, J.P. (1992b). Assessment of children who are deaf and hard of hearing. The School Psychologist (APA, Division of School Psychology newsletter), 46(2), 8–9, 14.
7. Bradley-Johnson, S. & Evans, L.D. (1991). Psychoeducational assessment of hearing-impaired students: Infancy through high school. Austin, TX: Pro-ed.
8. Brooks, N.D. (1997). An exploratory study into the cognitive modifiability of pre-school children using dynamic assessment. Unpublished maters thesis: University of Newcastle-Upon-Tyne, Newcastle, United Kingdom.
9. Carlson, J.S. & Dillon, R. (1978). Measuring intellectual capacities of learning impaired children. Effects of testing the limits procedures. Volta Review, 80, 216–224.
10. Dillon, R. (1979). Improving validity of a paradigm and its application to the hearing impaired. Educational and Psychological Measurement, 39, 363–371.
11. Easterbrooks, S. (1999). Improving practices for students with hearing impairments. Exceptional Children, 65(4), 537–554.
12. Elliott, A. & Hall, N. (1997). The impact of self-regulatory teaching strategies on ‘at-risk’ preschoolers’ mathematical learning in a computer-mediated environment. Journal of Computing in Childhood Education, 8(2-3), 187–198.
13. Fischgrund, J.E. (1990). The education of deaf children and youth. In M.C. Wang, M.C. Reynolds & H.J. Walberg (Eds.), Special education: Research and practice: Synthesis of findings (pp.143–160). Oxford (UK): Pergamon.
14. Gerweck, S. & Ysseldyke, J.E. (1975). Limitations of current psychological practices for the intellectual assessment of the hearing impaired: A response to the Levine study. The Volta Review, 77, 243–245.
15. Gillette, Y. (1992). CATCH guide to planning services with families. Tucson, AZ: Communication Skill Builders.
16. Hubert, T. & Koller, J. (1984). A test of the learning potential hypothesis with hearing and deaf students. Journal of Educational Research, 78, 22–27.
17. Katz, M. (1984). Use of the LPAD for cognitive enrichment of a deaf child. School Psychology Review, 13, 99–106.
18. Keane, K.J. (1987). Assessing deaf children. In C.S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp.360–378). New York: Guilford.
19. Kenworthy, O.T. (1986). Caregiverchild interaction and language acquisition of hearing-impaired children. Topics in Language Disorders, 6(3), 1–11.
20. Kretschmer, R.E. (1983). Assessing the hearing impaired child. In S. Ray, M.J. O’Neill & N.T. Morris (Eds.), Low incidence children: A guide to psychoeducational assessment (pp.91–140). Sulphur, OK: Steven Ray Publishing.
21. Levine, E. (1974). Psychological tests and practices with the deaf: A survey of the state of the art. The Volta Review, 76, 298–319.
22. Levy, C. (1999). The discriminant validity of the Application of Cognitive Functions Scale (ACFS): A performance comparison between typically developing and special needs preschool children. Unpublished masters thesis, Touro College, New York.
23. Lidz, C.S. (Ed.). (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.
24. Lidz, C.S. (1991). Practitioners’ guide to dynamic assessment. New York: Guilford.
25. Lidz, C.S. (2000). The Application of Cognitive Functions Scale (ACFS): An example of curriculum-based dynamic assessment. In C.S. Lidz & J.G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications, (pp.407–439). Amsterdam: Elsevier Science.
26. Lidz, C.S. (2003). Early childhood assessment. New York: Wiley.
27. Lidz, C.S. & Elliott, J.G. (Eds.). (2000). Dynamic assessment: Prevailing models and applications. Amsterdam: Elsevier/JAI.
28. Lidz, C.S. & Jepsen, R.H. (2000). The Application of Cognitive Functions Scale (ACFS). Unpublished manuscript, available from first author_ zdilsc@aol.com.
29. Malowitsky, M. (2001). Investigation of the effectiveness of the mediation portion of two subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. ED457191.
30. Norden, K. (1981). Learning processes and personality development in deaf children. International Journal of Rehabilitation Research, 4(3), 393–395.
31. Olswang, L.B. & Bain, B.A. (1996). Assessment information for predicting upcoming change in language production. Journal of Speech & Hearing Research, 39 (2), 414–423.
32. Patterson, K. & Wright, A.E. (1990). The speech, language or hearing-impaired child: At-risk academically. Childhood Education, 67, 91–95.
33. Porter, L.J. & Kirby, E.A. (1986). Effects of two instructional sets on the validity of the Kaufman Assessment Battery for Children-Nonverbal Scale with a group of severely hearing impaired children. Psychology in the Schools, 23(1), 37–43.
34. Shurin, R. (1999). Concurrent and discriminant validity of a dynamic assessment procedure with special needs and typical preschool children. ED435681.
35. Tzuriel, D. & Caspi, N. (1992). Cognitive modifiability and cognitive performance of deaf and hearing preschool children. Journal of Special Education, 26(3), 235–252.
36. Vernon, M. & Alles, B.F. (1986). Psychoeducational assessment of deaf and hard-of-hearing children and adolescents. In P.J. Lazarus & S.S. Strichart (Eds.), Psychoeducational evaluation of children and adolescents with low-incidence handicaps (pp.103–122). New York: Grune & Stratton, Inc./Harcourt Brace Jovanovich.
37. Woolfe, T., Want, S.C. & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73(3), 768–778.