Dynamic assessment, more than a diagnostic tool? Uses for goals, teaching moments, and procedural issues during intervention of speech sound disorder.
Dynamic assessment is typically used for diagnostic and baseline purposes; however, the current study explored expanding the use of dynamic assessment as a curriculum-based measure to additionally capture teaching moments and observe intervention elements during treatment of speech sound disorder (N...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 39; no. 4/5; pp. 352 - 374 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr/May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185986547&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185986547 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Apr/May2025 vid: 39 iid: 4/5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 185986547 181404013 185986547 185986547 10.1080/02699206.2024.2431926 185986547 ppf: 352 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Dynamic assessment, more than a diagnostic tool? Uses for goals, teaching moments, and procedural issues during intervention of speech sound disorder. aug: au: Glaspey, Amy MacLeod, Andrea A. N. Trumble, Pyper Andersen, Megan affil: School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula, Montana, USA sug: subj: Articulation Disorders, Functional Diagnosis Articulation Disorders, Functional Therapy Curriculum Articulation Disorders, Functional Education Treatment Outcomes Teaching Methods Human Male Child, Preschool Child Clinical Trials Children with Disabilities Classification Case Studies Articulation Disorders Scales Apraxia Dysarthria Child, Preschool: 2-5 years Child: 6-12 years Male ab: Dynamic assessment is typically used for diagnostic and baseline purposes; however, the current study explored expanding the use of dynamic assessment as a curriculum-based measure to additionally capture teaching moments and observe intervention elements during treatment of speech sound disorder (NCT06075303). Teaching moments occur when an SLT presents an antecedent, the child produces a behaviour, and the SLT responds with a consequence related to accuracy; yet, little is known about the characteristics of these elements that are the most essential for improving treatment outcomes. To address this gap, we used the Glaspey Dynamic Assessment of Phonology's scoring system to establish the goal, code teaching moments, describe procedural issues, and evaluate children's skill development. The participants included two English-speaking boys, ages three and six, with speech sound disorder. A modified cycles approach was administered by an SLT and a student clinician with two blocks of targets (minimally and moderately adaptable). Results indicated that coding with dynamic assessment was successfully used for tracking changes within the teaching moments and provided a more complete perspective of treatment efficacy when combined with outcome measures, yet more research is needed to establish goals with dynamic assessment. Both children demonstrated progress in a short period of time, though Participant 1 made more significant gains, which may be attributed to many elements including treatment intensity, target selection, clinician variables, or client variables. Overall, this preliminary research supports that dynamic assessment may lead to dynamic intervention, thus bridging assessment and treatment practices. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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