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This article describes the dynamic assessment model, an alternative approach to the diagnostic assessment of young children. This model is adaptable for use by all members of the multidisciplinary team. Specific adaptation as a diagnostic measure for speech-language pathologists working with preschool Latino children has been successful in differentiating language differences from language deficiencies. The article describes the research and offers two case illustrations to demonstrate application of this adaptation.
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Lidz et al. (1996) studied this question.
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