Dynamic assessment of spontaneous language and cue responses in adult- directed and child-directed play: a statistical and descriptive analysis

Abstract

This study used a dynamic assessment procedure to examine normally- developing and language-impaired preschoolers in terms of spon taneous language and responses to clinician cues during conditions of child-directed and adult-directed play. No significant differences were found for subject groups or conditions for the spontaneous language variables. Significant differences, however, were found in the respon siveness of the two groups to clinician cues during the adult versus child-directed play conditions. The data were also examined descriptive ly and individual responses to the play-direction conditions are re ported. The relative importance of statistical versus descriptive analyses of the data is discussed along with the clinical implications of dynamic assessment.