6 x 10.5 Three line title - Cambridge University Pressassets.cambridge.org/97805216/14122/index/9780521614122... · 2006-11-27 · 6 x 10.5 Three line title - Cambridge University

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

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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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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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