Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-22T13:15:59.476Z Has data issue: false hasContentIssue false
  • English
  • Français

Using Learning Potential to Evaluate Children with Specific Language Impairment

Published online by Cambridge University Press:  07 August 2013

Mª Auxiliadora Robles-Bello  and
Mª Dolores Calero García
Mª Auxiliadora Robles-Bello*
Affiliation:
Universidad de Jaén (Spain)
Mª Dolores Calero García
Affiliation:
Universidad de Granada (Spain)
*
*Correspondence concerning this article should be addressed to Mª Auxiliadora Robles Bello. Departamento de Psicología de la Universidad de Jaén. Campus de las Lagunillas. C.P. 23071. Edificio C5, despacho 148. Jaén (Spain). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This article presents research on a learning potential assessment that was administered to 32 preschool children with typical development, and 32 with specific language impairment receiving treatment at CADIT: the Children’s Center for Early Intervention and Development. The study’s main objective was to examine whether the language-impaired group’s cognitive profile could improve by applying learning potential methodology. Its second aim was to demonstrate the effectiveness of mediation in both groups. The results revealed significant differences between the two groups at pretest on most subscales. As for the second objective, we observed differences between pretest and posttest scores in both groups. In the second group, all differences were significant except in the case of classification and auditory memory, while in the first group, the differences between pretest and posttest scores were significant on all sub-scales but visual memory.

Keywords

cognitive abilitieslearning potentialspecific language impairmentearly intervention
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 16 , 2013 , E68
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aranov, Z. (1999). Validity and reliability of the ACFS Behavior Observation Rating Scale. (Unpublished master’s thesis). Touro College, New York, NY.Google Scholar
Bensoussan, Y. (2002). The effectiveness of mediation on three subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. (Unpublished master’s thesis). Touro College, New York, NY.Google Scholar
Brooks, N. D. (1997). An exploratory study into the cognitive modifiability of preschool children using dynamic assessment. (Unpublished master’s thesis). University of Newcastle upon Tyne, Newcastle, UK.Google Scholar
Calero, M. D. (2004). Validez de la evaluación del potencial de aprendizaje [The validity of learning potential assessment]. Psicothema, 16, 217–221.Google Scholar
Calero, M. D., Robles-Bello, M. A., & García, M. B. (2010). Habilidades cognitivas, conducta y potencial de aprendizaje en preescolares con síndrome de Down [Cognitive skills, behavior, and learning potential in preschool children with Down syndrome]. Electronic Journal of Research in Educational Psychology, 8, 87–110.Google Scholar
Calero, M. D., Robles-Bello, M. A., Márquez, J., & de la Osa, P. (2009). EHPAP: Evaluación de Habilidades y Potencial de Aprendizaje para Preescolares [EHPAP: Application of Cognitive Functions Scale] . Madrid, Spain: Editorial EOS.Google Scholar
Candel, I. (2005). Elaboración de un programa de atención temprana [Creating an early treatment program]. Electronic Journal of Research in Educational Psychology, 3, 151–192.Google Scholar
Contreras, M. C., & Soriano, M. (2007). La morfología flexiva en el trastorno específico del lenguaje y en la deprivación sociocultural [Inflectional morphology in specific language impairment and sociocultural deprivation]. Revista de Logopedia, Foniatría y Audiología, 27, 110–117. http://dx.doi.org/10.1016/S0214-4603(07)70080-3 CrossRefGoogle Scholar
Del Barrio, V. (2009). Problemas específicos de la evaluación infantil [Specific problems in child assessment]. Clínica y Salud, 20, 225–236.Google Scholar
Elliott, J. (2003). Dynamic assessment in educational settings: Realising potential. Educaitonal Review, 55, 15–32. http://dx.doi.org/10.1080/00131910303253 CrossRefGoogle Scholar
Federación Estatal de Asociaciones de Profesionales de Atención Temprana (FEAPAT) (2008). Organización diagnóstica para la atención temprana. Manual de instrucciones [The diagnosis and early treatment organization. Instructions manual] . Madrid, Spain: Real Patronato sobre Discapacidad. Retrieved from http://www.vojta.es/wp-content/uploads/2011/03/ODAT-Libro-2008.pdf Google Scholar
Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). Dynamic assessment of retarded performers: The learning potential, assessment device, theory, instruments and techniques. Baltimore, MD: University Park Press.Google Scholar
Grupo Atención Temprana (2000). Libro blanco de la atención temprana [White paper on early treatment] . Madrid, Spain: Real Patronato de Prevención y de Atención a Personas con Minusvalía. Retrieved from https://www.fcsd.org/libro-blanco-de-la-atenci%C3%B3n-precoz_69992.pdf Google Scholar
Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children. Language, Speech, and Hearing Services in Schools, 32, 212–224. http://lshss.asha.org/cgi/doi/10.1044/0161-1461(2001/019) CrossRefGoogle Scholar
Hasson, N., & Joffe, V. (2007). The case for dynamic assessment in speech and language therapy. Child Language Teaching and Therapy, 23, 9–25. http://clt.sagepub.com/content/23/1/9.full.pdf+html CrossRefGoogle Scholar
Hasson, N., & Botting, N. (2010). Dynamic assessment of children with language impairments: A pilot study. Child Language Teaching and Therapy, 26, 249–272. http://dx.doi.org/10.1177/0265659009349982 CrossRefGoogle Scholar
Hasson, N., Dodd, B., & Botting, N. (2012). Dynamic Assessment of Sentence Structure (DASS): Design and evaluation of a novel procedure for the assessment of syntax in children with language impairments. International Journal of Language and communication disorder. 47, 285–299. http://dx.doi.org/10.1111/j.1460-6984.2011.00108.x CrossRefGoogle ScholarPubMed
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge, UK: Cambridge University Press.Google Scholar
Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 40–63. http://dx.doi.org/10.1207/S15327930PJE7702_5 CrossRefGoogle Scholar
Haywood, H. C., & Wingenfeld, S. (1992a). The learning test concept: Origins, state of the art and trends. In Haywood, H. C. & Tzuriel, D. (Eds.), Interactive Assessment (pp. 64–93). New York, NY: Springer-Verlag.CrossRefGoogle Scholar
Haywood, H. C., & Wingenfeld, S. (1992b). Interactive assessment as a research tool. The Journal of Special Education, 26, 235–268. http://dx.doi.org/10.1177/002246699202600303 Google Scholar
Jacobs, E. L. (2001). The effects of adding dynamic assessment components to a computerized preschool language screening test. Communication Disorders Quarterly, 22, 217–226. http://dx.doi.org/10.1177/152574010102200407 CrossRefGoogle Scholar
Jacobs, E. L., & Coufal, K. L. (2001). A computerized screening instrument of language learnability. Communication Disorders Quarterly, 22, 67–75. http://dx.doi.org/10.1177/152574010102200202 CrossRefGoogle Scholar
Jiménez, M. I. (2006). Adaptación al castellano de la Escala de Aplicación de Funciones Cognitivas (ACFS) [Spanish adaptation of the Application of Cognitive Functions Scale]. (Unpublished master’s thesis). Facultad de Psicología, Universidad de Granada, Spain.Google Scholar
Larsen, J. A., & Nippold, M. A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech and Hearing Services in Schools, 38, 201–212. http://dx.doi.org/10.1044/0161-1461(2007/021) CrossRefGoogle ScholarPubMed
Levy, C. (1999). The discriminant validity of the Application of Cognitive Functions Scale (ACFS): A performance comparison between typically developing and special needs preschool children. (Unpublished master’s thesis). Touro College, New York, NY.Google Scholar
Lidz, C. S. (1992). Extent of incorporation of dynamic assessment in cognitive assessment courses: A national survey of school psychology trainers. Journal of Special Education, 26, 325–331. http://dx.doi.org/10.1177/002246699202600307 CrossRefGoogle Scholar
Lidz, C. S. (2004). Assessment procedure with deaf students between the ages of four and eight years. Educational and Child Psychology, 21 59–73.CrossRefGoogle Scholar
Lidz, C. S., & Jepsen, R. H. (2000). The Application of Cognitive Functions Scale, administration manual. New York, NY: Touro College, Graduate School of Education and Psychology.Google Scholar
Lidz, C. M., & van der Aalsvoort, G. M. (2005). Usefulness of the Application of Cognitive Functions Scale with young children from the Netherlands. Transylvanian Journal of Psychology, 6, 25–44.Google Scholar
Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Brooke Publishing.Google Scholar
Malowitsky, M. (2001). Investigation of the effectiveness of the mediation portion of two subtests of the Application of Cognitive Functions Scale, a dynamic assessment procedure for young children. (Unpublished master’s thesis). Touro College, New York, NY.Google Scholar
Peña, E. (2001). Assessment of semantic knowledge: Use of feedback and clinical interviewing. Seminars in Speech and Language, 22, 51–64. http://dx.doi.org/10.1055/s-2001-13865 CrossRefGoogle ScholarPubMed
Peña, E., Bedore, L., & Rappazzo, C. (2003). Comparison of Spanish, English and bilingual children’s performance across semantic types. Speech-Language-Hearing Services in Schools, 34, 5–16. http://dx.doi.org/10.1044/0161-1461(2003/001) CrossRefGoogle Scholar
Peña, E., Gillam, R., Malek, M., Ruiz-Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (2006). Dynamic assessment of children from culturally diverse backgrounds: Applications to narrative assessment. Journal of Speech, Language, Hearing Research, 49, 1037–1057. http://dx.doi.org/10.1044/1092-4388(2006/074) CrossRefGoogle Scholar
Peña, E., Iglesias, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech Language Pathology, 10, 138–154. http://dx.doi.org/10.1044/1058-0360(2001/014) CrossRefGoogle Scholar
Peña, E., & Quinn, R. (2003). Developing effective collaborative teams in speech language pathology. Communication Disorders Quarterly, 24, 53–63. http://dx.doi.org/10.1177/15257401030240020201 CrossRefGoogle Scholar
Pérez, P., & Salmerón, T. (2006). Desarrollo de la comunicación y del lenguaje: Indicadores de preocupación [Communication and language development: Signs of trouble]. Revista Pediatría de Atención Primaria, 8, 679–693.Google Scholar
Resing, W. C. M. (2001). Beyond Binet: All testing should be dynamic testing. Issues in Education, 7, 225–236.Google Scholar
Restrepo, H. A., Schwanenflugel, P. J., Blake, J., Neuharth-Pritchett, S., Craner, S. E., & Ruston, H. P. (2006). Performance on the PPVT–III and the EVT: Applicability of the measures with African American and European American preschool children. Language, Speech, and Hearing Services in Schools, 37, 17–27. http://dx.doi.org/10.1044/0161-1461(2006/003) CrossRefGoogle ScholarPubMed
Shamir, A., & Lazerowitz, T. (2007). Peer mediation intervention for scaffolding self-regulated learning among children with learning disabilities. European Journal of Special Needs Education, 22(3), 255–273. http://dx.doi.org/10.1080/08856250701430786 CrossRefGoogle Scholar
Shurin, R. (1999). Concurrent and discriminant validity of a dynamic assessment procedure with special needs and typical preschool children. (Unpublished master’s thesis). Touro College, New York, NY.Google Scholar
Swanson, H. L., & Howard, C. B. (2005). Children with reading disabilities: Does dynamic assessment help in the classification? Learning Disability Quarterly, 28, 17–34. http://dx.doi.org/10.2307/4126971 CrossRefGoogle Scholar
Takit, T. (2000). A concurrent validity study between the Application of Cognitive Functions Scale and the Leiter-Revised International Performance Test. (ERIC Document Reproduction Service Nl. ED445033; Clearinghouse Identifier TM031638).Google Scholar
Vygotsky, L. S. (1978). El desarrollo de los procesos psicológicos superiores. [Development of higher psychological processes] . Barcelona, Spain: Grijalbo.Google Scholar