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Concurrent and Discriminant Validity of a Dynamic Assessment Procedure with Special Needs and Typical Preschool Children.

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Title: Concurrent and Discriminant Validity of a Dynamic Assessment Procedure with Special Needs and Typical Preschool Children.
Language: English
Authors: Shurin, Ruth
Peer Reviewed: N
Page Count: 37
Publication Date: 1999
Document Type: Dissertations/Theses - Masters Theses
Reports - Research
Descriptors: Child Development, Cognitive Processes, Concurrent Validity, Preschool Children, Preschool Education, Rating Scales, School Readiness, Special Needs Students, Test Validity
Abstract: The purpose of this study is to contribute information in the field of dynamic assessment regarding the Application of Cognitive Functions Scale (ACFS) (C. Lidz and R. Jepsen, 1996). The goal of this new procedure is to help establish a zone of proximal development and to assess the young child's emerging skills necessary for school learning. Other dynamic assessment procedures and their contributions to the field of psychology assessment are reviewed, and the need for this new procedure is established with a sample of 26 preschool children. Aspects of validity of the ACFS procedure were then studied. Although the study is limited, pretest to posttest gain scores were found, with some relationship between behavior during mediation and performance on the posttest. These provide evidence that the behavioral scale is reliable. An appendix contains the letter sent for parental consent for children to participate in the study. (Contains 4 tables and 34 references.) (SLD)
Entry Date: 2000
Accession Number: ED435681
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED435681
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PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
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  Label: Title
  Group: Ti
  Data: Concurrent and Discriminant Validity of a Dynamic Assessment Procedure with Special Needs and Typical Preschool Children.
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Shurin%2C+Ruth%22">Shurin, Ruth</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 37
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1999
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Masters Theses<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Concurrent+Validity%22">Concurrent Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study is to contribute information in the field of dynamic assessment regarding the Application of Cognitive Functions Scale (ACFS) (C. Lidz and R. Jepsen, 1996). The goal of this new procedure is to help establish a zone of proximal development and to assess the young child's emerging skills necessary for school learning. Other dynamic assessment procedures and their contributions to the field of psychology assessment are reviewed, and the need for this new procedure is established with a sample of 26 preschool children. Aspects of validity of the ACFS procedure were then studied. Although the study is limited, pretest to posttest gain scores were found, with some relationship between behavior during mediation and performance on the posttest. These provide evidence that the behavioral scale is reliable. An appendix contains the letter sent for parental consent for children to participate in the study. (Contains 4 tables and 34 references.) (SLD)
– Name: DateEntry
  Label: Entry Date
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  Data: 2000
– Name: AN
  Label: Accession Number
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  Data: ED435681
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Concurrent Validity
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Test Validity
        Type: general
    Titles:
      – TitleFull: Concurrent and Discriminant Validity of a Dynamic Assessment Procedure with Special Needs and Typical Preschool Children.
        Type: main
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            NameFull: Shurin, Ruth
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1999
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