National survey of school psychologists regarding use of dynamic assessment and other nontraditional assessment techniques

A national survey investigating the use of dynamic assessment and other non traditional assessment techniques among school psychologists (N = 226) was conducted. Results of the survey indicated that 42% of respondents were at least "somewhat familiar" with dynamic assessment. However, of those famili ar with dynamic assessment, only 39% reported using the techniques once a y ear or more. The most frequently endorsed reasons for not using dynamic ass essment (if familiar with it) were lack of knowledge and time restraints. L earning disabled students were the population of students most often evalua ted using dynamic assessment and the dynamic assessment was most often used to determine processing strengths and weaknesses. The majority of those fa miliar with dynamic assessment became so through independent reading. Only 10% reported learning about dynamic assessment through course work. In resp onse to questions regarding assessment techniques most often used with mino rity students the majority of respondents reported using traditional assess ment tools including the WISC-III (Wechsler Intelligence Scale for Children -Third Edition), BINET IV (Stanford-Binet Intelligence Scale-Fourth Edition ), or KABC (Kaufman Assessment Battery for Children). Overall, the results of the survey suggest that although the population is becoming increasingly more diverse and changes in PL94-142 (Public Law 94-142) demand functional assessments, school psychologists continue to rely heavily upon traditiona l assessment techniques to address referral concerns of all students. This may in large part be due to weaknesses in graduate training programs. (C) 1 999 John Wiley & Sons, Inc.