title: Dynamic assessment and response to intervention: two sides of one coin.
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.
authors.affiliation: Yale University, 230 South Frontage Road, New Haven, CT 06519, USA. elena.grigorenko@yale.edu
authors.forename: Elena L
authors.initials: EL
authors.lastname: Grigorenko
mesh_terms: D001077:Aptitude Tests / Q000706:statistics & numerical data*; D002648:Child; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000628:therapy*; D008282:Mainstreaming, Education / Q000379:methods; D017145:Models, Educational; D017063:Outcome Assessment, Health Care / Q000379:methods*; D012073:Remedial Teaching / Q000379:methods*; D013663:Teaching / Q000379:methods