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Dynamic Assessment and Response to Intervention: Two Sides of One Coin

^* To whom correspondence should be addressed. E-mail: Elena.grigorenko{at}yale.edu.

	Abstract

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A.

First published on December 10, 2008, doi:10.1177/0022219408326207

Journal of Learning Disabilities 2009;42:111.

A more recent version of this article appeared on March 1, 2009


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