A framework for dynamic assessment in phonology: stimulability revisited.

Abstract

Research on stimulability is explored and evaluated. Application of the concept of stimulability as a prognostic indicator is suggested for use in the evaluation of children who have phonological disorders. A framework for dynamic assessment, based on Vygotsky's principles and theory, is proposed as having clinical utility for determining a child's potential for learning, identifying factors that may influence the child's learning, and identifying factors that may facilitate the child's development or functioning. Eight factors are identified that may serve as antecedent cues to facilitate a child's learning of a target sound and are presented in an hierarchical order. Systematic manipulation of response complexity, in terms of linguistic complexity and interaction with language components followed by clinician manipulation of consequent events are also suggested. The approach is designed to address clinical questions such as "Who to treat?," "When to treat?," "What to treat?," "How to treat?," and "What prognosis is expected from treatment?"