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Author Index
Abbeduto, L., 110, 361Abbott, R. D., 33, 81, 89, 177, 349, 350Abelson, W. D., 9, 372Albrecht, J. E., 108, 349Alexander, J. E., 93, 369Anastasi, A., 208, 217, 349Aranov, Z., 131, 349Ashman, A. F., 87, 89, 349, 353
Bain, B. A., 84, 89, 177, 349, 365Balzac, T., 88, 349Barrera, M., 85, 89, 177, 349Barsalou, L. W., 105–108, 349Bazzi, S., 80, 89, 370Beauchamp, K. D. F., 110, 361Beck, A. T., 53, 205, 349, 350Bednar, M. R., 78, 79, 89, 350, 362Bensoussan, Y., 128, 130, 350Bentley, A. M., 106, 350Benton, A. L., 345Berman, J., 83, 89, 177, 350Berninger, V., 33, 81, 89, 90, 349, 350,
367Binet, A., 96, 206, 257, 268, 275, 359Birch, H. G., 98, 351Blachowicz, C. L. Z., 78, 89, 350Blaufarb, H. A., 50, 350Bleuler, M., 49, 350Blewitt, P., 105, 350Bloom, B. S., 110Bodrova, E., 106, 107, 350Boring, E. G., 9, 350, 351Borkowski, J. G., 31, 350, 351Bortner, M., 98, 351Bouchard, Jr., T. J., 23, 351Bransford, J. D., xiv, 6, 44, 202, 220, 351, 353,
359, 370
Broder, L. J., 110, 350Bronson, M. B., 110, 351Brooks, N. D., 106, 121, 128, 130, 351Brooks, P. H., 105, 330, 359Brown, A. L., xiv, 17, 75, 77, 78, 81, 82, 89,
111, 177, 351, 352, 366Brozo, W. G., 78, 89, 351Buchel, F. P., 91, 368Budoff, M., 2, 17, 49, 225, 322, 327, 329, 351Burke, W. P., 28, 30Burns, M. S., 44, 91, 105, 110, 202, 220, 330,
351–353, 359, 370Butler, D. L., 110Butler, K. G., 84, 89Butterfield, E. C., 9, 372Buysee, A., 83, 89
Calero, D., 53, 347, 371Call, R. J., 58, 352Campbell, R., 105, 352Campione, J. C., xiv, 17, 75, 77, 78, 80–82, 89,
111, 177, 351, 352, 370Carlson, E., 109Carlson, J. S., 2, 9, 16, 17, 96, 97, 192, 325,
352, 357, 359, 369Carney, J. J., 79, 89, 177, 352, 353Chaffey, G., 346Chaiklin, S., 75, 352Chan, W. Y., 31, 87, 89, 350, 353Chatelanat, G., 13, 359Churches, M., 192, 353Cioffi, G., 79, 89, 177, 352, 353Cofer, C. N., 49, 360Cohen, D., 108Coley, J. D., 105Colker, L. J., 105Connell, P. J., 84, 89, 368
373
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
374 Author Index
Cooper, L. A., 97Copple, C., 109, 353Craig, H. K., 112, 353Curenton, S., 109, 364
Das, J. P., 8, 16, 17, 93, 109, 177, 187, 192, 200,254, 257, 275, 279, 294, 352, 353, 357
Dawis, R. W., 218, 364De Clercq, A., 83, 89Delclos, V. R., 44, 54, 57, 177, 202, 220, 351,
353, 370DeLoache, J. S., 107, 111, 353Deno, S. L., 93, 355Desoete, A., 83, 89, 354Deutsch, R., 24Dodge, D. T., 105Donaldson, M., 105Dunbar, S. B., 360
Eaton, S., 256, 346, 355Eccles, J. S., 111, 371Egeland, B., 109, 369Ehrlenmeyer-Kimling, L., 23, 354Eisenberg, N., 108, 354, 362Elder, J. H., 113, 354Elliott, J., 1, 16, 43, 90, 348, 353, 354, 356, 360,
361, 363, 366–369Elrod, G. F., 218, 354Espenakk, U., 348Estes, W. K., 97, 99, 107, 354Evans, J. L., 112, 353
Fabio, R. A., 347Færevaag, M. K., 348Feather, N. T., 110, 354Fenichel, O., 49, 354Fenwick, T. J., 88, 89, 354Fernandez-Ballesteros, R., 347Ferrara, R. A., 111, 352Feuerstein, R., xi, xiii, xvii, 1, 2, 6, 17, 18, 24,
25, 27, 41, 42, 53, 55, 56, 60, 70, 72, 73, 76,92, 95, 97, 113, 187, 207, 209, 217, 219, 225,307, 322, 329, 330, 335, 337, 338, 341, 347,354, 355, 358
Filler, J. W., 13, 359Fivush, R., 109, 360Flavell, J., 108, 109, 180, 355, 371Folsom, A. T., 50, 357Freud, S., 49Friedman, M., 49, 351Frisbie, D. A., 360Frost, J., 346–348
Frye, D., 106, 111, 355, 371Fuchs, D., 19, 76, 93, 256, 346Fuchs, L. S., 19, 76, 93, 256, 346
Gaines, D. M., 88, 89, 349Galton, F., 96Ganschow, L., 85, 86, 89Garb, E., 85, 89, 177, 362Garcia, M., 53, 371Gast, D. L., 202, 369Gelman, S. A., 105, 106, 355Gerard, C., 106, 355Gerber, M., 82, 89, 177, 356Gettinger, M., 80, 89, 356Gillam, R. B., 84, 89, 177, 346, 366Gindis, B., 137, 138, 352, 362, 363Goldstein, K., 67, 344, 345, 357, 360, 362,
371Goleman, D., 22, 356Goncu, A., 106, 356Goodman, J. J., 113, 354Gordon, C. J., 79, 89, 351Gordon, J. E., 57, 356Goswami, U., 105, 106, 356Gottling, S. H., 93, 365Graham, L., 83, 89, 350Greenberg, K. H., 77, 186, 192, 330, 356, 363Greenspan, S. I., 112, 356Grigorenko, E., 2, 16, 17, 369Grove, H., 348Guterman, E., 81, 89, 356Guthke, J., 1, 2, 16, 17, 78, 82, 89, 91, 322, 329,
356, 357Gutierrez-Clellen, V. F., 84, 89, 357
Haeussermann, E., 91, 92, 357Halpin, V. G., 67, 357Halstead, W. C., 22, 66, 71, 73, 154, 357, 367Hamers, J. M. H., 2, 16, 17, 78, 79, 82, 89, 322,
347, 357, 369Hamlett, C., 256, 346, 355Hamlin, R. M., 50, 357Hansen, A., 24, 357Harlow, H. F., 323, 357Harris, J. D., 108, 354Hasselbring, T. S., 44, 220, 351, 353Hays, D. R. III, 10, 217, 218, 357, 361Haywood, H. C., 1, 2, 5–7, 10, 13, 15–17, 18,
22–26, 28–31, 43, 49, 50, 53, 54, 56–58, 66,67, 70–73, 105, 205, 208, 217, 224, 227, 233,234, 316, 328–331, 336, 348, 349, 351–353,355–362, 367, 369, 370
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Author Index 375
Heald, J. D., 67, 360Hebb, D. O., 22, 360Heimburger, R. F., 66, 360Heinrich, J. J., 71, 72, 360Hessels, M. G. P., 17, 91, 347, 348, 360Hickling, A. K., 106, 360Hieronymus, A. N., 360Hirsch, E. D., 105, 360Hoffman, M. B., 2, 6, 53, 72, 97, 355, 358Holdren, J., 105, 360Hoover, T., 88, 89, 360, 368Horn, E., 348Hudson, J., 109, 360Hunt, J. McV., 28, 49, 186, 358, 360Hupp, S. C., 110, 361
Iglesias, A., 177, 366Inhelder, B., 24, 108, 367
Jacobs, E. L., 85, 361Jarvik, L. F., 23, 354Jensen, A. R., 5, 23, 27, 361Jensen, E., 105, 361Jensen, M. R., 2, 6, 53, 84, 347, 355Jepsen, R. H., 91, 148, 162, 193, 361, 363Jitendra, A. K., 82, 85, 89, 177, 186, 361Johnson, D., 192, 365Johnson, G. A., 84, 89, 177, 365Johnson, K., 10, 361Johnson, L. J., 110, 361Johnson, M. B., 39, 257, 268Johnson, R. T., 220, 353Jones, S., 83, 369
Kahn, R., 91, 361Kameenui, E. J., 82, 89, 177, 361Kamhi, A., 85, 363Kaniel, S., 49, 361Kar, B. C., 109, 353Karnes, M. B., 110, 361Karpov, Y. V., 23, 24, 74, 75, 91, 362Kaufman, A. S., 196Kaufman, N. L., 196Keane, K. J., 49, 362Kendrick, M. E., 192, 366Kirby, J. R., 93, 192, 353, 366Klahr, D., 109, 362Klein, P., 91, 346, 370Kletzien, S. B., 78, 79, 89, 350, 362Kopp, C. B., 110, 111, 362, 363, 370Korstvedt, A., 67, 362Kovaleski, J., 18, 19, 362
Kozulin, A., 85, 89, 177, 352, 358, 362,363
Kraepelin, E., 49, 362Kragler, A., 80, 89, 362Krakow, J. B., 110, 370Krapf, G. F., 49, 362Kroesbergen, E. H., 192, 362
L’Abate, L., 67, 362Lahey, M., 181, 363Laing, S. P., 85, 363Lantolf, J. P., 85, 89, 367Largotta, D., 107, 132, 363Lee, M., 110, 363Leong, D. J., 106, 107, 350Levy, C., 123–128, 363Lidz, C. S., 1, 2, 16, 17, 22, 42–44, 77, 85–87,
89, 91, 93, 117, 121, 123, 133, 136–138, 162,177, 186, 192, 193, 196, 201, 202, 330, 331,348, 351–354, 356, 359–361, 363–370
Lillard, A., 109, 364Lipman, M., 330, 364Loffler, M., 91, 357Løge, E., 348Lubinski, D., 218, 364Luria, A. R., 22, 24, 109, 180, 183, 187, 233,
364Lyon, G. R., 18, 350, 364
Machleit, S. R., 177, 364Macrine, S. L., 196, 201, 364Malowitsky, M., 128–130, 364Marcovitch, S., 111, 371Marzano, R. J., 105, 364Marzolf, S. S., 67, 360Mason, J. M., 107, 364Mason, R. A., 108, 349Masters, J. C., 5, 7, 370Mathieu, P. J., 109, 369McFarlin, D. B., 110, 364McGue, M., 23, 351Meehl, P. E., 11, 365Meichenbaum, D., 53, 205, 365Meltzer, L. J., 80, 81, 89, 365Menal, C., 53, 205, 329, 359Messick, S. J., 218, 365Miller, G., 108Miller, L., 177, 346Miller, M. B., 70–72, 193, 224, 227, 359Miller, P. H., 109, 355Miller, R., 355Miller, S. A., 109, 355
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
376 Author Index
Miller, S. B., 353Minick, N., 97, 365Minnaert, A., 86, 89, 365Mishra, R. K., 93, 353Mock, D., 19, 355Moelis, I., 49, 359Morgan, P. L., 19, 355Muller, U., 111, 371Murphy, G. L., 106, 350, 365Muthukrishna, N., 31, 350Myers, J. L., 108, 349
Naglieri, J. A., 8, 16, 17, 93, 177, 187, 192,196, 200, 201, 254, 257, 275, 279, 294, 353,362, 365
Nguyen, S. P., 106, 365Nicholson, J., 31, 351Nielsen, J. C., 347Nigam, R., 177, 365Nolet, V., 85, 89, 177, 186, 361Nover, R. A., 112, 356Nyborg, M., 24, 357
O’Brien, E. J., 108, 349Olswang, L. B., 84, 89, 177, 365Oscanyan, F. S., 330, 364Osterrieth, P. A., 72, 340, 341, 365Ottem, E., 348Oud, J. H. L., 78, 89Owings, S., 218, 366
Palfai, T., 106, 355Palinscar, A. S., 78, 89, 366Palisin, H., 110, 366Paour, J.-L., 10, 57, 58, 73, 305, 336, 337, 359,
366Papapoulis, T. C., 192, 366Parrila, R. K., 109, 192, 353, 366Parsons, J., 88, 89, 354, 367Pasquier, D., 348Pena, E., 84, 89, 91, 177, 346, 357, 366Pennings, A., 78, 82, 89, 357Piaget, J., 23–25, 75, 92, 97, 108, 206, 323, 367Poehner, M. E., 85, 89, 367Pool, J. E., 93, 353
Rand, Y., 2, 6, 25, 53, 72, 97, 322, 354, 355, 358Reed, E., 81, 349Reed, Jr., H. B. C., 67, 89, 367Regan, D. T., 97, 353Reid, D. K., 81, 350, 365Reitan, R. M., 66, 71, 154, 360, 367, 371
Rennie, B. J., 79, 89, 351Renzulli, J. S., 201, 367Reschly, D. J., 217, 367Resing, W. C. M., 91, 354, 356, 365, 367, 370Rey, A., 55, 56, 57, 60, 62, 71–73, 303, 307,
309, 310, 316, 339–341, 367Reynolds, W. F., 67, 362Richards, R., 90Richelle, M., 1, 355Ritter, K., 108, 371Robinson, M., 109, 362Rodriguez, D., 111, 371Roeyers, H., 83, 89, 354Rogoff, B., 106, 356Rohena-Diaz, E., 85, 89, 177, 186, 361Rosch, E., 105, 368Roseberry, C. A., 84, 89, 368Rosenfield, S., 37, 202, 368Ruijssenaars, A. J. J. M., 2, 17, 78, 89, 354,
356, 357, 365, 369, 370Rumbaugh, D. M., 323, 368
Saldana, D., 88, 89, 368Salvia, J., 217, 368Samuels, M. T., 9, 370Sattler, J. M., 217, 368Saunders, R., 109, 353Scarr-Salapatek, S., 23, 368Schanck, T., 9, 370Scheerer, M., 67, 344, 345, 357, 360, 362, 371Scheuer, A. O., 112, 356Schlatter, C., 91, 348, 368Schloss, P. J., 88, 89, 368Schneider, E., 85, 86, 89, 368Schottke, H., 53, 371Schwebel, A. I., 110, 368Sclan, S. G., 49, 53, 368Seitz, V., 9, 372Semmel, D., 177, 356Semmel, M., 177, 356Sharp, A. M., 330, 364Shifman, M. A., 13, 359Shurin, R., 121–123, 126, 368Siefker, J. M., 218, 366Siegler, R. S., 106, 108, 109, 368Sigel, I. E., 109, 353Sijtsma, K., 2, 357, 369Skuy, M., 192, 353Smith, M. A., 88, 89Solheim, I. K., 348Spector, J. E., 80, 89, 177, 368Sroufe, L. A., 109, 369
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Author Index 377
Stacey, C. L., 67, 362Sternberg, R. J., xiv, 2, 16, 17, 105, 352–354,
365, 368, 369Stroop, J. R., 342Swanson, H. L., 16, 17, 93, 177, 323, 347,
369Switzky, H. N., 22, 26, 28, 30, 58, 359,
369Szymula, G., 218, 369
Tannenbaum, A. J., 49, 362Tanner, H., 83, 369Tapp, J. T., 23, 359Tatik, T., 133, 369Tawney, J. W., 202, 369Teo, A., 109, 369Tesolowski, D. G., 218, 354Tissink, J., 79, 82, 89, 369Turner, L., 31, 351Tymchuk, A., 58, 369Tzuriel, D., 1, 2, 9, 16–18, 22, 25, 26, 30, 43,
49, 53, 91, 92, 328, 329, 336, 341, 347–349,352, 353, 357, 359–362, 369, 370
Utley, C. A., 5, 7, 370
Valencia, S. W., 80, 89, 370Valles, L., 177, 366van der Aalsvoort, G. M., 77, 86, 89, 136,
364, 370van Kraayenoord, C. E., 87, 89Van Luit, J. E. H., 79, 82, 89, 192, 347, 369Vaughn, B. E., 110, 363, 370Vaught. S., 22, 25, 26, 360Vye, N. J., 44, 202, 220, 351, 353, 370
Vygotsky, L. S., xiii, xvii, 8, 23–25, 74, 75, 77,92, 95, 97, 106, 107, 113, 233, 234, 321, 352,353, 362, 363, 365, 370
Wachs, T. D., 22, 30, 360Wagner, A. K. H., 348Warren, A., 83, 89, 177, 365, 370, 371Washburn, D. A., 323, 368Weaver, S. J., 30, 360Weigl, E., 67, 344, 345, 357, 362, 371Weiner, S., 80, 89, 367, 370Weiss, A. A., 67, 345, 371Wellman, H. M., 106, 108, 360, 371Westberg, K. L., 201, 367Wheeler, L., 66, 371Wiedl, K. H., 2, 9, 16, 17, 53, 97, 325, 352, 356,
371Wigfield, A., 111, 371Williams, L., 77, 330Wingenfeld, S., 1, 2, 16, 322, 329, 357Winne, P. H., 110, 352Wolford, J., 88, 89, 368Wolfson, D., 71, 367Wood, D., 106–108, 113, 364, 371Woodcock, R. W., 8, 39, 257, 268, 274, 279,
294, 295, 297, 371
Young, B., 19, 105, 352Young, C. L., 91, 311, 346, 351, 355, 359,
364Ysseldyke, J. E., 217, 368
Zelazo, P. D., 106, 111, 355, 371Zigler, E., 9, 372Zimmerman, B. J., 110, 371, 372
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index
abilitiesdeclining, in senior citizens, 206fugitive, 7language, assessment of, 142
abilitygeneral reasoning, 39multidetermination of, 22multifaceted nature of, 22nature and development of, 20,
21phonological, 263process-focused model of, 22reasoning, 40verbal abstracting, 60
abstractionsverbal, difficulty forming, 57
academic contentas focus of dynamic assessment, 45
academic domainsand dynamic assessment, 77
accommodation, 24extended time, 284
accommodations, 292in school, 279
accomplishmentsense of, 153
achievementacademic, scatter in, 281postsecondary, prediction of, 208school, prediction of, 329
ACT, 208activities
initiating, as executive function, 290activities of daily living. See adaptive
behavioractivity
joint child-adult, 24
activity leveland ADHD, 266
adaptabilitylow degree of, 288
adaptive behavior, 63–65, 88, 148, 158–160assessment of, 322and community access, 270dynamic assessment of, 63
ADHD. See attention deficit/hyperactivitydisorder
ADLactivities of daily living. See adaptive
behavioradolescents
dynamic assessment with, 205adoptee
international, assessment of, 301adulthood
tasks of, 205adults
dynamic assessment with, 205role of, in cognitive development,
24affective states
differentiation of, 269aggression
as problem at school, 288analogical reasoning, 57analogies
generation of, 268analysis
perceptual, 281process and error, 278
anamnestic datain assessment reports, 299
antonymsgeneration of, 268
378
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 379
anxiety, 241in assessment, 241related to need for help, 244disorders, 54
Apgar scores, 238apnea, 258applications
clinical, of dynamic assessment, 20applied behavior analysis, 261approach
multisensory, 161to tasks, unsystematic, 152
aptitudeacademic, assessment of, 207vocational, assessment of, 217
aptitude and achievementdiscrepancy between, 18
aptitude assessmentdynamic assessment in, 208
aptitude testsscholastic, standardized, 209
aptitudesgeneralizable, 218
arousalstate of, 179
askingas mediational technique, 217
assessmentaptitude, 208clinical, 15comprehensive, 37, 237criterion-referenced, 64cross-cultural, 106curriculum based, 15errors in, 3functional behavioral, 272individual, training in, 103interactive, 1, 2, 16interactive approach to, 1linking with intervention, 236neuropsychological, 15, 66of learning potential, 2performance-based, 208process-based, 77report of, 37typical sequence of, 36
assessment and classroom practicegap between, 20
assessment and treatmentgap between, 20
assessment processguidelines for, 36
assessment strategycomprehensive, 3
assimilation, 24associative clustering, 219, 232assumptions
of dynamic assessment, 7asymptote
in brain development, 206attachment disorders, 54attention, 12, 24, 33, 38, 100, 111, 149, 150,
158, 160, 161, 180, 181, 185–187, 190,194, 237, 246, 256, 270, 291, 292
ability to shift, 154ability to sustain, 152as obstacle to learning, 38as target of dynamic assessment, 32assessment of, 187, 244, 265, 286control of, 190controlling, 289different types of, 244difficulties, 149difficulty alternating, 155difficulty focusing and sustaining, 149difficulty holding, 301difficulty maintaining, 311difficulty sustaining, 155difficulty with, 149, 281, 288difficulty with specific processes of, 33distracting, by mediation, 317divided, 155, 184focus of, 179focus of, in old age, 233focusing of, 14, 311influences on, 184inhibiting and regulating, 244intervention related to, 179losing, vs on-task thinking, 272loss of, 39maintenance of, 107, 184, 246, 260need for, 239problems with, 281receptive, 187regulation of, 249restricting, 233selective, 184selectivity of, 179span of, 115sustaining, focusing, 244to visual stimuli, 268visual, to details, 281
attention capacity, 179attention deficit, 238
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
380 Subject Index
attention deficit hyperactivity disorder, 149,258, 279. See also ADHD
attention spanshort, 238
attitudeof examiner, 217
attitudes, 26, 27attributes
of common objects, abstracting, 105auditory memory, 118, 120–122, 124–126,
128, 133autism, 269
children with, 271spectrum of related disorders, 269
autism spectrum, 95autism spectrum disorders, 49, 60, 65automaticity, 40, 41, 234
desirability of, 36automatization
lack of, 81avoidance
of failure, learning, 318awareness
phonemic, 80, 243phonological, 240sensory/cognitive, 269social-emotional, 269
barriersto expression of intelligence, 58to learning, performance, 13
behavioratypical, withdrawn, 270maladaptive, assessment of, 159monitoring, as executive function, 290regulation of, 237self-stimulatory, 265
behavioral modelsand dynamic assessment, 44
biasin intelligence tests, 7
bilingualism, 39promotion of, 146
bilirubin, 258, 280birth weight
low, 280body movements
regulation of, 250brain lesions
and DA, 69brain processes
relation of dynamic assessment to, 237
bridging, 65, 217as generalization technique, 319
capacitiesinherent, 16, 32, 75, 92, 97neuropsychological, universal, 96
capacity and performancedistinction between, 98
CAS. See continuum of assessmentservices
categorization, 99, 105, 106, 108, 156,162
shifting criteria of, 67cause and effect
determination of, deficient, 263caveats
for interpreting dynamic assessment data,44
CBA. See curriculum-based assessmentCBDA. See curriculum-based dynamic
assessmentCBM. See curriculum-based measurementcentipede effect, 234change
structural cognitive, 323changes
durable and generalizable, 323changing the test situation, 60character disorders, 54charm
as avoidance strategy, 318chart
behavior management, 281child development
necessity for knowledge of, 13childhood
primary task of, 205chunking, 99, 181circles of communication
completion of, 112clarity
in report writing, 235classification, 2, 3, 4, 17, 19, 59, 82, 96, 99,
105, 106, 115, 118, 120–122, 124–128134, 135, 143, 145, 146, 155, 163, 325,326
as goal of assessment, 10as goal of RTI, 19switching criteria of, 53
classroomneed for small, 271
clinical interview, 2, 148
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 381
clinical subtypesdistinguishing, with dynamic assessment,
54coding
abstract, as cognitive function, 99COGNET, 194. See Cognitive Enrichment
Network, 186cognition, 9, 22, 28, 33, 125, 180, 237
as target of dynamic assessment,32
difference from intelligence, 32differences between intelligence and,
26social, 33
cognitive conceptsteaching of, 12
cognitive developmentinadequate, 58
cognitive education, 56, 187, 217, 225, 329,330
and metacognitive self-regulation, 312programs of, 321recommendation of, 318
Cognitive Enrichment Network (COGNET),186
cognitive functioning, 26, 52, 66, 79, 93, 96,100, 105, 106, 142, 219, 232, 245, 315,326, 327
assessment of, 268chronic deficient, 58deficiencies in, 3deficits in, 52estimation of, 268information processing model of, 97
cognitive functions, 27, 72, 96, 99, 105,109
application of, 98loss of, with age, 232
cognitive modifiability, 18related to learning potential, 322
cognitive processes, 23, 24, 26–28, 30–32, 38,47, 53, 93, 99, 115, 153, 194
cognitive strategy coaching, 250cognitizing, 234
of declining functions, 233collaboration
between examiner and examinee, 41communication
oral and printed, difficulty with, 238spontaneous expressive, 267
comparingspontaneous, 219
comparisonsessential, in neuropsychological dynamic
assessment, 69competence
demonstrating, in dynamic assessment,60
mediating a feeling of, 60, 217competencies
enjoyment of, 261completion, 82, 119
of activities, help with, 146of tasks, expectation of, 161
compliance, 111comprehension, 246
language, 237, 240, 266language, limitations in, 267listening, 287questionable, of instructions, 265reading, 262, 298verbal, 268weakness in, 139
conation, 9concentration, 152concept formation, 67conception, 24concepts
cognitive, 53identification of, 161
conceptual taskvs perceptual task, in reading, 240
concernlevel of, rated, 288
conflictcognitive, 24
connectionscause-effect, 185
conservation, 82consistency
intratest, 122constraints
artificial, on learning, 326constructional dyspraxia, 303consultation teams, 95content
curriculum, as part of dynamicassessment, 76
of language, 181varying domains of, 52
content-freemethod of DA, 219
content-orientedmethod of DA, 219
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
382 Subject Index
contextual cluesderiving meaning from, 283
continuum of assessment services, 58,220
controlexecutive, 111of impulses, 265
conversationinstructional, as mediation, 41
coordinationfine-motor, in drawing, 303
correlationof IQ and school achievement, 4, 11
correspondenceone-to-one, 82
counting, 82criterion behavior
prediction of, in vocational assessment,218
criterion variablesof validity, situational vs psychometric,
330criterion-referenced tests, 218critical periods hypothesis, 206
soft statement of, 206Cronbach alpha, 128, 131, 137cross-classifying, 106cross-task comparison
with ACFS, 95cueing
visual, 267cultural differences, 2
vs learning disorders, 85cumulative nature
of reading and math knowledge,313
curriculumacademic, linking dynamic assessment to,
177adaptation, individualization of, 273content of, 271preschool, 96
curriculum based assessment. Seecurriculum-based measurement
curriculum objectivesassessment of, 93
curriculum-based dynamic assessment,18, 40, 74, 85, 89, 92, 176, 177, 263,264, 266, 278
curriculum-based measurement, 39, 40, 76,93, 104, 194, 324, 330
curriculum-based procedure, 101
data, 284sources of, in assessment, 3
de-automatization, 233, 234de-center
ability to, 108deficit
information input, 50deficit model
for LD diagnosis, 19deficits
experiential, 9dementia praecox, 49descriptions
anecdotal, 235detail
attending to, 155development
metacognitive, out of sequence, 207development rate
age differences in, 206developmental delays
and ACFS, 95developmental disabilities, 47, 48, 51,
56–58, 60–63, 70, 72, 121, 122, 205,222, 315
diagnosisschool-related, and CBA, 177
diagnosticianseducational, 103
dialogueengagement in, as dynamic assessment
intervention, 80differences
modality, 184directions
comprehension of, 267difficulty holding in mind, 265understanding of, 265
discrepancy approachin diagnosing LD, 18
discriminationauditory, 243of stimulus features, 180
disorders of social/interpersonal relations,54
distinctive features, 184abstracting, 99notation of, 180
distractibility, 150, 241
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Subject Index 383
distractionsneed to reduce, 249
diversitycultural, linguistic, 91
domain specific testsvs domain general tests, 79
domain-general testsvs domain-specific tests, 79
domain-specific procedure, 79dominance
lateral, 264dynamic assessment, 1
applications of, 326as part of comprehensive assessment, 218computerized, 83curriculum-based, 37different approaches to, 16essential features of, 332goals, reasons to do, 10group administered, 221individual, in CAS model, 221interpretation of data from, 12limitations of, 3of senior citizens, 232sources of unreliability in, 13training for, 330who should do it, 77
dynamic testing, 2
educabilityefforts to improve, 322improving, 220
Education of All Handicapped ChildrenAct. See IDEA
educational practiceimplications of dynamic assessment for,
75ego defenses
nonadaptive, 318elaborated feedback, 12, 17, 184elaboration, 25, 101, 145
verbal, 99, 181emotion, 27
controlled, in figure drawing, 289emotional content
use of drawings to elicit, 288emotional disturbance, 2emotions
controlling, as executive function, 290environment
treatment-intensive, 273
environmentseffects on intelligence, 30
error analysiswith ACFS, 95
errorsrelevant, interesting, 267
evaluationneuropsychological, 149
evidencelogical, need for, 231
evidence-based treatment, 236examination
neuropsychological, 150examiner
role of, 11executive functions, 31, 33, 91
awareness and control of, 219parental rating of, 290
executive processing, 237, 256experience
relating past to present, 217subjective, vs objective findings, 298
experiencesperceptual, deriving meaning from,
184perceptual, efficiency of processing, 184
expertsvs novices, 82
explanationverbal, difficulty understanding,
238explanatory language
assessment of, for older children, 84expression
oral, 287verbal, 281
expressive language, 56extended assessment
as part of CAS model, 221extrinsic motivation, 28extrinsically motivated persons
characteristics of, 29
failureavoidance of, 61basis of, 92history of
effects on test performance, 10history of, 58, 60
failure avoiding, 58vs success striving, 29
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384 Subject Index
failure to thriveas infant diagnosis, 280
feedbackas component of mediation, 97elaborated, 189
field dependence–independence, 56flexibility, 67, 69, 81, 101, 111, 119, 123,
131, 132, 160, 184, 186, 246,328
as characteristic of DA, 328as excutive function, 289conceptual, 67difficulty with, 269need for, 14perceptual, 67
focusability to, 154difficulty maintaining, 241issue of, in class, 281metacognitive, 55
focusingmotor, as mediation, 14verbal, as mediation, 14
following directionsdifficulty with, 238
foreign languagelearning of, and dynamic assessment,
86form
of language, 181format
pretest-intervene-posttest, 101, 117,178
pretest-mediation-posttest, 155free-recall memory test, 57frustration
with not understanding, 238frustration tolerance, 100, 111, 123, 132, 158,
258, 260function
metacognitive, 184of language, 181
functional analysis, 13, 64functional skills
community-relevant, 261functioning
cognitive, 48, 205discrepancies in, 268domains of, variability across, 221fine and gross motor, attention to, 272independent, 158intellective, access to, 91intrapsychic and interpersonal, 299
functionscognitive and metacognitive, deficient,
328maturing, identification of, 75
g. See intelligence as global construct. Seegeneral intelligence
gain score, 101, 114gainers
in dynamic assessment, 225general intelligence, 22, 27generalization, 76, 87, 218, 328geometric figures
copying of, 302gifted and talented, 4, 11gifted status
prediction of, 199, 200goals
IEP, 263, 273graduated prompt, 81, 325group dynamic assessment, 72, 222, 223,
225group screening
as step in CAS model, 220grouping
homogeneous, for group dynamicassessment, 223
guessingreliance on, 317
habitsmetacognitive, mediating, 231of applying learning strategies, 313
handraising prematurely in class, 248
hand dominanceambiguity in, 150
handwritinggrip for, 264
high scorersin dynamic assessment, 225
higher mental functionsdevelopment of, 100
historiessocial-developmental, 15
historyas source of diagnostic information,
299social, developmental, 2, 10
homeworkdiscussion of, in case report, 272
human abilitiesnature and development of, 15
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 385
human abilitynature of, 10principal dimensions of, 22transactional perspective on, 22
hyperactivity, 149, 270as problem at school, 288observed, in behavior, 281
hypotonia, 264
IDEA (Individuals with DisabilitiesEducation Act), 18
identificationword, 262
idiographic. See idiographic enterpriseidiographic enterprise, 11IEP. See individualized education planignorance
difference from inability, 62imagery
mental, strategy of, 304visual, 99, 107
imagesmental, creating, 156
imprecisionimpatience with, 231
improvementdegree of, generalization of, 323
impulse control, 260impulsive responding
inhibiting of, 219impulsivity, 12, 156, 237, 238, 287, 290
and lack of structure, 281and working memory, 266as source of test errors, 287, 305inhibition of, 309issue of, in class, 281restraint of, 157, 304
inadequacyfeelings of, 288
individual differencesassessment of, 10
individualized education plan, 102, 202individualized educational program,
115inferences
cognitive deficiency at making, 263made from group dynamic assessment,
222inflexibility
cognitive, 81information
consolidating, 286gathering of, 156
integration of, 245multiple sources of, 69, 219, 231new, relating to familiar, 233processing of visual and auditory, 266retention of, 284
information processingas dynamic assessment strategy, 16simultaneous vs successive, 312
inhibitability to, 154
inhibitionof impulsive responding, as executive
function, 290of responses, and hyperactivity, 266
instructionevidence-based, response to, 324linking assessment to, 177relation to assessment, 93
instructional consultation, 37instructional level
and zone of proximal development, 321instructions
clarification of, 262clarity of, in group dynamic assessment,
223Instrumental Enrichment, 225, 329, 330intellectual functioning
and psychopathology, 49intelligence, 10, 22, 25, 28, 30–32, 48, 54, 96,
97, 99, 105, 153, 219, 222, 281ability to apply, 30application of, access to, 30, 60as global construct, “g,” 27assessment of by prior learning, 9barriers to expression of, 10, 58biological, 22composition of, 27difference from cognition, 26, 32emotional, 22individual differences in, 21, 23kinds of, 22masking of, 47, 49, 50, 52, 222of primates, estimation of, 323polygenic determination of, 23retarded range of, 160role of parents in development of, 27standardized tests of, 321testing of, normative, standardized, 2tests of, 34Wechsler tests of, 37
intelligence testingimprovements in, 8standardized, 8
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
386 Subject Index
intelligence tests, 21, 27, 31, 32, 50as tests of achievement, 27misuse of, 7reliance on, 7saw-toothed profiles on, 22standardized, 10, 209standardized, as part of comprehensive
assessment, 56intelligences
multiple, 22intent, 41interactive approach, 44interactive assessment, 7interactivity, 101, 112, 119, 122, 123, 126, 127,
131, 132International Association for Cognitive
Education and Psychology (IACEP),333
interpretationas part of assessment reports, 300
interventiondepth of, 11intensity of, 11kinds of, to improve performance, 13link with assessment, 38, 92, 328metacognitive, 81potential to benefit from, 323responsiveness to, 236strategies of, 11type, intensity, frequency of, 14
interventionsinteraction-based, 235
interviewas diagnostic tool, 10as source of assessment data, 15
intrinsic motivation, 28, 30, 31, 57, 61and dynamic assessment, 31
intrinsically motivated personscharacteristics of, 29
investigationsidiographic, 209
involvementmultimodal, 186
issuesbasic, in dynamic assessment, 321
item structurerevelation of, as intervention, 79
jargonavoidance of, 235
Jasoncase of, 138
job adjustmentas task of adulthood, 206
Karencase of, 38
knowledge base, 36, 43, 62, 78, 83, 86, 87,97, 109, 115, 116, 173, 178, 180, 182,183, 190, 207, 243, 262, 267, 283,288
as part of dynamic assessment, 237as repertory for classification, 105domain related, 75scant, 58
labeling, 161, 262labels
provision of, 182language, 24
as curriculum area, 177as target of dynamic assessment, 32as tool for learning, 268basic concepts of, 82basic dimensions of, 181deficits in, 149delays in, 125difficulty understanding, 237expressive, 184expressive vs receptive, 246, 267functional use of, 185interventions in, 181need for development of, 270receptive, difficulty with, 267sign, use of in therapy, 272understanding of, 184use of, as metacognitive strategy, 287
language comprehension, 256language development
delays in, 2language differences
vs language disorders, 84latent variable, 10, 21, 26LD. See learning disabilitylearn
opportunities to, assumption of, 8learner needs
need for responsiveness to, 14learning
approaches to, challenges, 93capacity for, 321frustration with, 239language as tool for, 268obstacles to, 3
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Subject Index 387
past, assessment of, 8perceptual, reliance on, 317successful, obstructions to, 93
learning and teachingknowledge of, 13
learning and transfertesting by means of, 16
learning disabilities, 11, 18, 19, 49, 72, 81–83,86, 324
learning disability, 2, 18, 85, 316specific, as obstruction, 313
learning disorders. See learning disabilitieslearning how to learn, 85learning opportunities
responsiveness to, 156learning potential, 3, 31, 63, 71, 79, 325, 329,
333assessment of, 2, 322concept of, 322dynamic assessment of, 1estimation of, 32, 301means of assessing, 321
learning potential assessment, 17, 327learning potential quotient
inappropriateness of, 3learning potential testing, 16learning problems
and ACFS, 95learning sets
as generalization of training, 323learning strategies, 80learning style, 146learning tests
information derived from, 322learning to learn
as related to transfer, 323learning within the test, 16length
measurement of, 82Lerntest, 16, 17, 86lights
bilirubin, treatment with, 280limits
testing, instance of, 278limits-testing. See testing the limitslists
making of, as metamemory strategy, 233literacy, 96localization
finger, 264logical evidence
looking for, requiring, 219
LPAD. See Learning Propensity AssessmentDevice
Luria-based perspective, 24
manageable partsconsidering problems in, 219
manifest variable, 21, 26mastery, 29, 42, 88, 95, 96, 119
of classroom content, 93of tasks, assessment of, 93
matchbetween task and learner, 185problem of, 186
matchingassessment with instruction, 76by perceptual cues, 105
materialsmanipulative, 314
math, 39–41, 45, 82, 162, 191, 193–195, 238,263, 269, 293
math skills, 38, 39mathematical operations
translating word problems into, 288mathematics, 8, 77, 79, 81–83, 89, 90, 177,
192, 193, 199, 242, 263, 291assessment of, 277disability in, 18
maturityintellectual functioning in, 232
measurementcurriculum-based, 18, 19
mediated learning, 24, 25, 60, 79, 152mediated learning experience, 24, 25, 60, 97mediation, 13, 18, 20, 24, 26, 30–33, 41–43,
45, 51, 53, 54, 56–60, 64, 65, 67, 69–72,95, 111, 113, 122, 123, 126–132, 134,137, 156–158, 186, 189, 197, 218, 223,225, 231, 233, 304, 305, 309, 319, 323,328, 329
ability to benefit from, 71amount and intensity of, 59characteristics of, 42, 216distributed, 70, 71, 216, 224example of, 209good, characteristics of, 76group, 227group, script for, 225interpolation of, in dynamic assessment,
67lack of need for, 307massed, 70, 71mediated learning perspective, 24
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388 Subject Index
mediation (cont.)need for, 25neo-Piagetian view of, 24neo-Vygotskian view of, 24of cognitive processes, approaches to, 34of metacognitive strategies, 317perspective of Nyborg, 24response to, 65, 160, 218, 219room for, on tests, 209self, verbal, 69standard group, 71standard, in group DA, 223verbal, 304verbal and nonverbal, 65
mediational approach, 19mediational teaching
principles of, 217mediational theory. See mediated learning,
mediated learning experiencemediator
relationship to learner, 76mediators
computers as, 81medication
and fine motor movements, 243assessment with and without, 256
memoriesability to retrieve, 246
memorizingstrategies for, 98
memory, 24, 33, 96, 98, 99, 108, 110, 118, 144,146, 149, 155, 169, 186, 188, 191, 232,237, 246, 256, 291, 310
age-related deficits in, 232as core process, 106as target of dynamic assessment, 32auditory, 98, 107, 127, 129, 131, 134, 135,
156auditory, short-term, 99, 115auditory, verbal, 157auditory-rote, 281burden on, 105consolidation of, 107deliberate, 107deliberate, as higher mental function, 106difficulty with, 150Flavell’s definition of, 180for narrative, 132free-recall, 71, 72interventions for, 181long-term, 180, 269, 271, 286, 287long-term, placing information into, 284
long-term, retrieval from, 184rehearsal for, 107relating to motives, 233retrieve information from, as executive
function, 289rote, 142short-term, 180short-term rote, 286short-term to long-term, 184spatial, 304types of, 180visual, 127, 130, 131, 134, 135, 144, 156,
238, 242visual, short-term, 99, 115visual-spatial, 316, 317vs trying to remember, 98working, 116, 180, 184, 266, 267, 269, 270,
286, 288, 290, 323working, difficulty with, 245, 278, 298
memory strategies, 160, 162memory strategy
need for application of, 99mental functioning
model of, 21, 38mental functions
emerging vs developed, 75mental images
making, as metamemory strategy, 232mental imaging, 219mental retardation, 2, 5, 11, 17, 49, 57, 58, 62,
65, 70, 88, 202, 315mentally retarded, 4, 57, 219, 329metacognition, 22, 24, 32, 33, 89, 183, 269
and self-regulation, 312need for work on, 270
metacognitive habitsteaching of, 12
metacognitive intervention, 16metacognitive operations
as focus of dynamic assessment, 45mediating, 59, 60mediation of, 220
metacognitive processes, 25, 27, 31, 33, 47,55, 56, 70, 234
metacognitive strategies, 6, 72, 232metamemory strategies
use of, 219methylphenidate
use of, with ADHD, 149milestones
developmental, 258, 280MindLadder, 84
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 389
misunderstandingof instructions, expectations, 9
MLE. See mediated learning experiencemnemonic devices, 86model
baseline-mediation-maintenance, 202ecological, contextual, 36interactional, for ACFS, 98
modelingas dynamic assessment intervention, 80as intervention, 79
modes of thinkingconcrete, abstract, 69
modifiability, 3, 96, 113modifiability index
inappropriateness of, 3monitoring
as executive function, 246monitors
use of, in group DA, 223motivation, 9, 12, 22, 27, 28, 33, 57, 65, 97, 99,
100, 111, 112, 119, 123, 126, 127, 131,132, 152, 153, 233
declining, in old age, 232for learning and achievement, 208intrinsic, 31, 32, 112, 231intrinsic, promoting, 64mastery, 110necessity to induce, 112problems with, 43promoting, to continue working, 70task-extrinsic, 32task-intrinsic, 28, 110task-intrinsic, deficiency in, 319task-intrinsic, ways to enhance, 315to achieve, 239
motivational deficit, 2motivational orientation
task-extrinsic, 31, 58, 61, 319motor behavior
slowing of, with age, 232motor functions
regulation of, 249movements
fine motor, 264regulating, 289
Mr. J.case of, 315
MRI. See magnetic resonance imaging
narrativeability to retell, 266
narrativesassessment of, for school-age children,
84neo-Vygotskian view, 24neurofeedback, 249neurological disorders, 47neurological impairment, 48, 56, 72neuropsychological approach, 237neuropsychological assessment, 66, 257,
273, 279neuroses, 52neurotic stupidity, 49nomothetic. See nomothetic enterprisenomothetic approach, 209nomothetic enterprise, 11non-gainers
in dynamic assessment, 225non-intellective factors, 301nonintellective variables. See variables,
nonintellectivenormative samples
inadequacy of, in vocational assessment,218
norm-referenced tests, 218novices
vs experts, 82numeracy, 96nurturance
in figure drawing, 289
object symbolsin story retelling, 107
objectivelearning, 266
objectiveseducational, setting, 278
observationas assessment tool, 15as diagnostic tool, 10classroom, desirability of, 313
observational informationimportance of, with ACFS, 103
observationsbehavioral, in assessment reports, 300
obstaclesto learning, performance, 13
obstructionsto competence, nature of, 323
occupational therapist, 250occupational therapy, 280, 282operation
metacognitive, generalizing, 217
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
390 Subject Index
operationsmath, 243metacognitive, focus on, 217metacognitive, mediating, 231numerical, 242
oppositesgeneration of, 268
organizationas executive function, 289, 290good, in assessment reports, 235of plans, difficulty with, 269sequential, 99
organizingas executive function, 246
OT. See occupational therapyoverstimulation
low threshold for, 269
paceof testing, 223
pacingin dynamic assessment, 104
parentsrole of, in cognitive development,
27parts to wholes
difficulty relating, 69pathologists
speech/language, 103pattern completion, 106, 118, 120–122,
124–128, 130, 131, 134, 135, 145, 146,155, 156
sequential, 105patterns
detection of, 184PDD. See pervasive developmental
disorderperception, 23, 24, 31, 54, 105, 180, 181, 184,
186, 237, 266as target of dynamic assessment, 32auditory and visual, 243disorders of, 50visual-spatial, 304, 316
perceptual rigidity, 67perceptual strategies, 184
implementation of, 180performance
baseline, 14declining, in senior citizens, 206gains in, within test, 14identifying obstacles to, 205improved, meeting conditions for, 329
low, ambiguous interpretation of, 63maximal, 15observation of, 2obstacles to, 14, 64postintervention, 14present level of, 12restrictions on, by language and culture,
326typical vs potential, 9
performance standardsindustrial, for vocational tests, 218
performance-based assessment, 325perseverance
problems with, 43perseveration, 111, 149persistence, 99, 100, 110, 111, 119, 123, 126,
127, 131, 132, 155personality characteristics
assessment of, 322personality disorder, 2, 52perspective of Magne Nyborg, 24perspective taking, 96, 108, 118, 121, 122,
124–129, 131, 134, 135, 155, 157pervasive developmental disorder, 95, 258phonetic rules, 39phonics, 238physical education
adaptive, 272physical therapy, 259Piagetian perspective, 24placement
not an intervention, 236utility of dynamic assessment in, 80
planability to, as executive function, 289
planned codes, 188planning, 33, 55, 56, 77, 96, 100, 109, 120,
153–155, 157, 160, 183, 187, 191, 194,246, 270, 309
advance, need for, 271as executive function, 290as use of standard test data, 4difficulty with, 269language as tool for, 109program, 74sequential, 153short-term, use of dynamic assessment
for, 15spatial, 289use of DA in, 13
playdeficits in, 149
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 391
polypharmacy, 232postremity
principle of, 8potential
cognitive, 205cognitive, dynamic assessment of, 52for effective learning, 11intellectual, 48previously unsuspected, 220
practice effects, 128pragmatics
regarding language, 185precision, 157, 217, 230, 309
importance of, 180prediction
as cognitive skill, 263pessimistic, how to defeat, 3, 9, 11, 208,
209, 326presentation
repeated, as intervention, 79priorities
of individual curriculum, 271private speech
use of, 219problem solving, 156
nonsequential, nonanalytic, 317problems
behavioral, 279procedures
diagnostic, in assessment reports,300
importance of describing, 301process
attention to, 44vs product, in learning, 80
process analysis, 178, 184Process-Based Instruction, 87, 89processes
cognitive, acquisition of, 207cognitive, metacognitive, 23executive metacognitive, 33learning, assessment of, 93metacognitive, management of, 207vs products, of learning, 320
process-focused approach, 32processing
auditory, 261auditory/phonological, 242executive, 106higher-order mental, 105metacognitive, 185of visual information, speed of, 268
sensory, 180simultaneous, 142, 154, 187, 190simultaneous and successive, 155simultaneous, sequential, 88successive, 155, 187, 191visual-spatial, 268
processing capabilities, 178processing demands, 33, 106, 178,
185processing strengths and weaknesses,
236processing,
simultaneous verbal, 188process-oriented
nature of dynamic assessment, 237product
vs process, in learning, 80, 320prophecy
self-fulfilling, 9prosody
attention to, 181during reading, 267in conversational speech, 267vocal, 261
proverbsinterpretation of, 50, 52
proverbs test, 51, 52psychiatric disorders, 15, 48, 49, 52, 56,
222psychological tests
metric standards for, 328, 333psychologists
educational, 93, 103school, 93, 103, 281
psychomotor skillsdeficits in, 149
psychoneuroses, 54psychopathology, 47–52, 56–58, 72,
205psychoses, 49, 52, 54psychotherapy
cognitive approach in, 319supportive, 56
PT,280. See physical therapypunctuation
use of, 263
qualitative datafrom ACFS, 94
quantitative datafrom ACFS, 94
quantitative relations, 56
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
392 Subject Index
questionsassessment, 35leading, as dynamic assessment
intervention, 80process, 217
rapport, 103reaction
emotional, to need for support, 249reaction time
slowing of, with age, 232readability
of assessment reports, 235reading, 33, 38, 39, 40, 41, 45, 77–82, 85, 86,
90, 108, 162, 177, 178, 191–195, 225,237, 238, 263, 267, 291–293
aloud, 288as tool for learning, 271choral, to increase fluency, 40comprehension of, 239, 251, 277deficiency in, 281disability in, 18individual words vs comprehension, 283used as punishment, 282word, as opposed to comprehension,
263reading range
importance of determining, 185reasoning, 33, 208, 242
abstract, 327analogical, 185, 305analogical, cause-and-effect, inferential,
183inductive, 105inferential, 185intervention regarding, 183logical, demands on, 268math, 243overlap with language, 183
re-automatizationof declining functions, 233
receptivity, 84, 126, 127, 131, 132of students to educational program, 76
reciprocity, 77, 113learner, characteristics that describe,
76recommendations
as part of assessment reports, 300intervention-related, 236
recordsreview of, as assessment tool, 15
records review
as diagnostic tool, 10referral information
in assessment reports, 299regression
logistic, 199regulation
motor, development of, 272rehabilitation
readiness for, 53rehearsal, 99, 107, 181, 219, 232
components of, 107relationships
perceiving, as cognitive function, 99release
energy, periodic, 272relevance
of assessment reports, 235reliability, 41, 79, 82, 84, 102, 117, 122, 130,
193, 194, 203, 223, 328internal, 135interscorer, 123, 124intraexaminer, 14intratest, 123, 127of DA inferences, 3
repeated movementsas symptomatic behavior, 280
repertorymediational, 202
repetition, 162as mediation strategy, 156
report writingindividual styles of, 236
reportsdiagnostic, 48
requirementsjob, 218
resistancein assessment, 241to help, 244
resource room, 250support of, 239
resourcesintellectual, access to, 48
respondingimpulsive, inhibition of, 304
responseinability to inhibit, 266nonstandard modes of, 328
response speed, 245response to instruction, 18response to intervention, 14, 18, 81, 208, 324.
See also RTI, response to instruction, 1
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Subject Index 393
response to mediation, 64, 317. See alsoresponse to intervention
responsiveness to instruction, 87, 143,235
responsiveness to intervention, 79, 84, 93,94, 96, 114, 117, 176, 235
responsiveness to learning. See response tointervention
responsiveness to treatment. See response tointervention
responsivity, 96, 100–102, 113, 119,127
restructuring the test situation, 18retrieval, 182
word, difficulty in, 267righting reflexes
absence of, 280risk
level of, rated, 288routines
automatized, necessity of, 271RTI. See response to interventionrules
abstracting and applying, 219abstracting of, 305teaching application of, 12
Russell-Silver syndrome, 280
safety awarenessdeficits in, 149
Sarahcase of, 257
SAT, 208scaffolding
as intervention method, 80scaffolds
visual, for learning, 267scanning
of problems, 157schema
mental, forming and using, 304, 305schizophrenia, 48–50, 53, 57
paranoid type, 54scores
test, inclusion in assessment reports,300
Scottcase of, 279
screeningvisual, 264
second-language learnersuse of dynamic assessment with, 85
self-regulationassessment of, 304
self-cueingverbal, 160
self-injuryattempts at, symptomatic, 270
self-regulation, 12, 42, 100, 107, 110, 118, 123,126, 127, 131, 132, 179, 184, 185, 243,246, 256, 269, 286
as executive function, 289difficulty with, 290through reading aloud, 283use of thinking processes to gain, 312
self-stimulation, 262related to anxiety and autism, 269
self-talk, 42, 116, 118, 182, 246, 313senior citizens
DA with, 205sensation, 105sensorimotor
as functional category, 237sensory impairment, 49, 232sequence
invariant, in cognitive development, 206mediational, with TVA, 51of administering TVA, 58of assessment steps, in CAS, 220
sequencing, 54, 96, 107, 115, 145, 156, 157,161, 173, 174, 186
of narrative, 132of patterns, 101of task elements, 309picture, 245
seriation, 82SES, 136settings
clinical, differences from educational, 299signal detection, 245similarities and differences
judging, as cognitive function, 99simultaneous processing, 200skill
mediational, of examiners, 328social, stunting of, 269
skillsphonological, 262social, 269social, need for work on, 270
social interactionas task of adulthood, 206
social studiesdynamic assessment in, 88
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
394 Subject Index
social-emotional functioning, 248socialization, 261
treatment focus on, 258solution strategy
provision of, as intervention, 79somatization
problems with, 281Sonia
case of, 148spatial organization
difficulty with, 69spatial relations, 56
difficulty with, 69special needs
individuals with, 15spectrum
autism, 269speech and language
dynamic assessment in, 84speech/language pathologists, 181speed
of processing, 182visual-motor, 281vs precision, 245
spelling, 33, 79, 81, 82, 85, 86, 185, 186, 191,238, 242, 263
and dynamic assessment, 79standardization
violation of, 218standardized, normative testing, 3standardized intelligence tests, 4, 5, 7, 48,
316standardized testing, 2, 10, 15, 221, 282,
322extending findings of, 298
standardized tests, 3, 4, 5, 13, 16, 208, 209,319
as assessment baseline data, 70of reading, 80use of, in dynamic way, 44
standardized, normative testing, 3standardized, normative tests, 2, 3, 328
dissatisfaction with, 48standards
for training of DA practitioners, 333of employers or supervisors, 218
stimulability, 84stimulation
verbal, 268stimuli
competing or irrelevant, 154visual, auditory, responsivity to, 265
stimulus comparison, 180stimulus enrichment
as DA strategy, 18stimulus input
enriching, 52stimulus recognition, 180strategies
cognitive, mediation of, 302cognitive, use of, 157memory, 99, 156, 184memory, ability to apply, 156metacognitive, 53metamemory, use of, 304systematic exploratory, 157systematic problem-solving, use of,
302use of, by successful students, 81use of, in reading, 80
strategycreating need for, 108
stress reductionas anxiety management technique, 258
Structural Cognitive Modifiability, 17theory of. See mediated learning
structurepreference for minimal, 238
structured interviewimportance of, with ACFS, 103
structurescognitive, 24
subjectivityas limiting aspect of dynamic assessment,
328success
academic, predictors of, 208effect of on motivation, 233guaranteeing, as dynamic assessment
strategy, 60seeking of, 61
success strivingvs failure avoiding, 29
supporteducational, need for, 238, 249multilevel, for optimal learning, 286
symbols, 23, 63, 99, 107, 166abstract, 107as mediators, 132examiner-created vs examinee-created,
278figural, 107for model building, 266reading of, 266
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Subject Index 395
synonymsgeneration of, 268
tangrams, 99task analysis, 81, 88, 185
rational, 101task demands
use of, 235task requirements
importance of understanding, 227task-intrinsic motivation, 28, 30, 65tasks
challenging, academic learning, 271sequencing of, 18
teachingderiving benefit from, 208mediational, 2metacognitive, as part of RTI, 325reciprocal, 77responsiveness to, 209within the test, 7
teaching stylemediational, 312
Temple University, 202temporal relations, 56tension release
and anxiety, 266test situation
restructuring of, 16testing
visual field, 264testing the limits, 16, 17, 51, 52, 57, 60, 186,
277, 325, 326theory of mind, 109therapist
speech/language, 238, 272therapy
cognitive-behavioral, 53cognitive-developmental, 53psychological, 280speech, 280speech/language, 238
thinkinganalytic, representational, 183causal, 106comparative, 105flexible, 99logical, 107scientific, 96sequential, 105shifting of, as executive function, 290
thinking aloud. See self-talk
thoughtdisorders of, 48, 50, 53
thoughtsdifficulty in organizing, 282organizing own, 264self-destructive, 288
Tiffanycase of, 237
timeextension of, 240
toiletingneed to plan for, 272
Tommycase of, 301
touchprocessing of, 266
Touro College, 38trainers
DA, survey of, 330transactional perspective, 22, 23, 25, 97, 222
relation to psychoeducational assessment,32
transfer, 65, 78, 87, 88, 101, 111, 143, 181as criterion for learning potential, 322far, 72near, 72of training, 65, 263
transfer criterionfor inferring change, 323
transfer indexand intelligence of primates, 323
transformationbi-directionality of, 305
transformation ruleexclusivity of, 307
transitionfrom job to job, 217from school to work, 217
transitionsdifficulty dealing with, 269
traumatic brain injuries, 67, 70, 227, 315treatment plan
educational, 148trial teaching, 325turn-taking
as interactivity, 112typical development
exposure to students with, 271
validity, 5, 13, 18, 41, 77–79, 82, 84, 117, 128,130, 134, 136, 193, 194, 200, 201, 217,328, 329
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
396 Subject Index
validity (cont.)concurrent, 133concurrent and predictive, 218construct, 117content, problem of, 217criterion, 136discriminant, 125, 127effects of test behavior on, 300predictive, 82predictive, of aptitude tests,
209Vanderbilt University, 88, 220variability
intraindividual, 222variables
intellective, nonintellective, 9motivational, 9task-intrinsic, 29
verbal abstracting, 56, 69and classification, 302
verbal expression, 150verbal loading
of ACFS, 94verbal messages
interpretation of, 268verbal organization, 150verbal planning, 118, 121, 122,
124–129, 131, 134, 135,144
verbalizationas component of mediation, 97encouragement of, 184importance of, 288
verbalizingof problems, 157
vigilancevisual vs auditory, 265
visual memory, 118, 120–122, 124–126visual motor performance, 150visual organization performance,
150visual search, 155
visualization, 162, 181, 186as metacognitive strategy, 251as metamemory strategy, 191use of, as metacognitive strategy, 298
visualization strategyto aid retention, 287
visual–spatial performance, 150vocabulary, 12, 60, 86, 102, 115, 116, 139, 159,
160, 182, 186, 189, 190, 267, 291as sample of verbal abilities, 268assessment of, for preschool children, 84impoverished, 2, 58, 60, 62limited, 283receptive, 80receptive, PPVT as test of, 307single-word, 268
vocational aptitudeapproaches to assessment of, 218
voice and articulationissues regarding, 185
volition, 9Vygotskian perspective, 23
wait timein dynamic assessment, 104
weaknessdealing with areas of, 247
Web sitedynamic assessment, 1
Wechsler tests, 37word fluency, 246work
completion of, in school, 281writing, 33, 81, 85, 196, 263, 264, 270
zone of actual development, 6, 15, 35, 37, 42,43, 44, 77, 96, 104, 110, 112, 300
zone of next development. See zone ofproximal development
zone of proximal development, 6, 8, 15, 35,74, 77, 95, 96, 97, 104, 113, 157, 278,321
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Tests and Testing Materials Index
AAMR Adaptive Behavior Scale, 153, 158ABS. See AAMR Adaptive Behavior ScaleACFS. See Application of Cognitive
Functions ScaleACFS Behavior Rating Scale, 100ACT, 208Adaptive Behavior Assessment System, 257,
276Adaptive Behavior Scales (ABS), 63Application of Cognitive Functions Scale,
91, 92, 121–123, 125–128, 131, 133–135,138, 153, 162, 350, 363, 364, 368–370
Autism Treatment Evaluation Checklist,257, 277
Beery-Buktenica Developmental Test ofVisual–Motor Integration, 138, 147
Behavior Assessment Scale for Children,257, 279
Behavior Assessment System for Children,255, 276, 296
Behavior Observation Rating Scale, 99, 100,109, 122, 123, 124, 131, 137
Behavior Rating Inventory of ExecutiveFunction, 255, 257, 275, 279, 296
Behavior Rating Scale. See ACFS BehaviorRating Scale
Boıte a Transformation, 57Bracken Basic Concept Scale, 138, 147,
150Brigance Diagnostic Comprehensive
Inventory of Basic Skills, 260
CAS. See Cognitive Assessment SystemCAS/GDAP. See Cognitive Assessment
System/Group Dynamic AssessmentProcedure
Child Development Inventory, 138, 147Children’s Memory Scale, 254Choice Motivator Scale, 57, 62Classification and Class Inclusion, 302Cognitive Assessment System, 153, 177, 186,
187, 200, 254, 279, 294, 353Cognitive Assessment System/Group
Dynamic Assessment Procedure, 186Complex Figure, 55, 71–73, 302, 309, 310,
340, 341, 365
Das/Naglieri Cognitive Assessment Scale,257
Dean Woodcock Sensory Motor Battery, 279Developmental Test of Visual-Motor
Integration. See Beery-BuktenicaDevelopmental Test of Visual-MotorIntegration
Draw a Person, 153, 158Dynamic Assessment of Test
Accommodations, 254, 279, 284, 346, 355Dynamic Criterion-Referenced Vocational
Assessment (DCRV), 88Dynamic Master Mind, 88, 368Dynamic Multiple Assessment (DMA), 88Dynomath, 82
Elimination de Deux Donnees sur Cinq, 71English as a Foreign Language, 85Evaluation and Prediction DA, 83
Flags Test, 57, 73
Gates-MacGinitie Reading Test, 260Gifted and Talented Evaluation Scales, 196,
356Grace Arthur Stencil Design Test, 225, 338
397
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
398 Tests and Testing Materials Index
Halstead Category Test, 71, 73, 343Home Language Identification Survey, 138,
141Human Figure and Affect Drawings, 257
Integrated Visual and Auditory ContinuousPerformance Test, 257, 279
Inventory for Client and Agency Planning(ICAP), 63
Iowa Test of Basic Skills, 196, 198, 354, 360ITBS. See Iowa Test of Basic SkillsIVA Continuous Performance Test, 276
K-ABC. See Kaufman Assessment Batteryfor Children
Kaufman Assessment Battery for Children,138, 142, 147, 196, 362
Kaufman Test of Achievement, 260
Learning Propensity Assessment Device, 55,73, 225, 307, 335, 338, 339, 342, 347
Leiter – Revised International PerformanceTest, 133
Lerntest, 16, 86Listening Comprehension, 254, 295LPAD. See Learning Propensity Assessment
DeviceLPAD Set Variations I and II, 55, 57, 70, 73,
209, 224, 337
MATHPLAN, 83, 370Mazes Test of Intrinsic Motivation, 57, 62Mediated Learning Experience Rating Scale,
87, 202Mediation Checklist, 42, 178MindLadder, 84
Naglieri Nonverbal Ability Test, 177, 196,201, 365
NEPSY: A DevelopmentalNeuropsychological Assessment, 138,148, 253, 257, 273, 279, 293
NNAT. See Naglieri Nonverbal Ability Test
Oral and Written Language Scales, 138,148
Organisation de Groupes de Points, 307Organization of Dots, 56, 73, 302, 307, 308,
341
Parent Questionnaire, 196Parent Rating Scales, 255
Peabody Picture Vocabulary Test, 302, 307,372
Picture Motivation Scale, 57, 62Plateaux, 60, 73, 302, 303, 314, 316, 339,
340Prerequisites for Arithmetic Test, 82Process-Based Instruction, 87, 89Proverbs, 56, 57, 73
Quick Test, 150
Raven’s Colored Progressive Matrices, 302,305, 316
Raven’s Progressive Matrices, 70, 318Representational Stencil Design Test, 53, 57,
72, 73, 219, 224, 225, 338Response to Mediation Scale, 87Rorschach, 208RSDT. See Representational Stencil Design
Test
SAT, 208Scale for Rating Students’ Participation in
the Local Gifted Education Program, 201,367
Scales of Independent Behavior (SIB-R), 63Sentence Completion, 279Seriation of Weights and Measures, 56, 73Set Variations I and II, see LPAD Set
Variations I and IISeven Tasks of Place Value-Dynamic
Assessment, 83Size Relations, 73Sociometric Questionnaire, 196Stanford Binet Abbreviated Battery, 268Stanford-Binet Intelligence Test, 206, 257STOPV-DA. See Seven Tasks of Place
Value–Dynamic AssessmentStroop Test, 342Student Interview, 197Survey of Educational Skills, 81Survey of Problem-Solving Skills, 81
Test of Verbal Abstracting, 51, 53, 73, 224,358
The Organizer, 207, 209, 335, 339The Transformation Box, 336Thematic Apperception Test, 57Time Estimation, 73Trail Making Test, 154Transformation, 57, 73, 302, 305, 306, 317,
337
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Cambridge University Press978-0-521-61412-2 - Dynamic Assessment in Practice: Clinical and EducationalApplicationsH. Carl Haywood and Carol S. LidzIndexMore information
Tests and Testing Materials Index 399
Transformation Box. See Boıte aTransformation
Transformation Test, 57, 73, 316TVA. See Test of Verbal Abstracting
Vineland Adaptive Behavior Scales, 63,150
Wechsler Individual Achievement Test, 39,254, 279, 295
Wechsler Intelligence Scale for Children,206, 253, 283, 293
Wechsler Intelligence Test for Children, 279Wechsler Preschool and Primary Scale of
Intelligence, 137, 150
Weigl-Goldstein-Scheerer Color FormSorting Test, 67, 344, 360, 362
Which Two Do Not Belong?, 71, 73WISC. See Wechsler Intelligence Scale for
ChildrenWoodcock-Johnson III Tests of
Achievement, 295Woodcock-Johnson Psychoeducational Test
Battery, 257Woodcock-Johnson Test of Cognitive
Ability-Revised, 39Woodcock-Johnson Tests of Achievement,
257WPPSI. See Wechsler Preschool and Primary
Scale of Intelligence
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