Static and dynamic assessment procedures were used to determine actual
and potential levels of functioning for two preschool language-impaired
children at the single-word stage of development. The information
obtained from both types of assessment was used to predict the children's
onset and rate of correct performance in a context-dependent situation (i.e.
treatment) and a context-independent situation (i. e. generalization).
Results of this study provide preliminary direction to clinicians as they
decide who should receive direct treatment and how best to monitor
learning during the therapy process.
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