Exploring the Dynamic Assessment Paradigm and its usefulness at Assessing Learning Potential of Schizophrenia Patients

Abstract

This thesis examines the Dynamic Assessment (DA) paradigm (which involves pre-test, intervention, and post-test phases) as a tool in the assessment of Learning Potential ? a construct central to the DA paradigm that has been shown to provide indication of schizophrenia patients' rehabilitation potential. DA can potentially enables clinicians to make better informed referral decisions by matching a patient?s rehabilitation potential to the appropriate rehabilitation programs. Study 1 therefore investigated whether DA intervention produced performance improvements over-and-above those that would be expected from simple practice effects. Study 2 tested the relationship between Learning Potential (DA?s core construct) and intellectual function (IQ), age, medication dosage, and negative symptoms. The studies result supported the assertion that DA provides a unique prediction about a schizophrenia patient?s Learning Potential, and paves the way for future longitudinal studies to examine more directly the relationship between Learning Potential and rehabilitation and long-term functional outcomes in schizophrenia patients.