Static and Dynamic Measures of Learning in Young Handicapped Children

Abstract

The purpose of this study was two-fold. We compared children's performance on static and dynamic assessment and we compared two different types of dynamic assessment, graduated prompt and mediation. Forty-four young handicapped children (mean age = 68. 75 months) par-this study, In Phase I of the study, children repeived static and graduated prompt assessment. Children who did not on graduated prompt assessment received a secon essment in Phase II of the study. In Phase II ueted prompt or mediation dynamic assessm. as found between static and graduated p 34% of the children, static and dgrac sistent Therefore, graduated prornot a ntial of children that was not identli ance findings indicated that the gradudid not differ. Analysis of children who er scores for the mediation group. on and graduated prompt scores were at identified learning potential of children graduated prompt assessment.