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Possible Use of Dynamic and Static Assessment in Children witch Attachmet Disorder
Slabá, Andrea ; Morávková Krejčová, Lenka (advisor) ; Šporclová, Veronika (referee)
This diploma thesis aims to compare the results in the field of cognitive functions obtained by static and dynamic assessment of children with attachment disorder at preschool age. The ACFS-cz assessment battery was used for the dynamic assessment, specifically four subtests: Categorisation, Short-term auditory memory (Story Retelling), Short-term visual memory, Sequential Pattern Completion. The method of static assessment was Woodcock- Johnson IV COG, specifically four subtests: Visualization, Verbal Attention, Picture Recognition, Analysis-Synthesis. The research sample consisted of 16 preschool children (3 to 6 respectively 8 years) placed in institutional care. The results showed that there were no differences between the of the ACFS-cz pretest scores and the Woodcock-Johnson IV COG scores. While the comparison of the results of the ACFS-cz posttest with Woodcock- Johnson IV COG showed significant differences in the three examined areas (Categorisation, Short-term auditory memory, Short-term visual memory). The outcomes of the dynamic assessment lead to suitable interventions for the cognitive development of children in institutional care. Keywords ACFS, Woodcock-Johnson IV COG, cognitive functions, attachment disorder, preschool age.
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