ABSTRACT
The intention of the authors of the methodology was that scoring should be enabled by directly counting the number of prompts or cues delivered. The additional information is determined by close examination of the content of the training phase. The process of mediation is necessarily individualised and adapted to the individual’s responses, and therefore unscripted. The ‘level of cues’ described earlier is consistent with the theory of mediational intervention and based on the scoring protocol devised by R. Feuerstein et al. – namely, the Required Mediational Intervention. Scoring of the presence of mediation made use of a specially constructed scoresheet, based on the instructions that speech and language therapists were given about implementing mediated intervention. The ‘other indicators’ referred to by Lidz gave rise to the development of the Response to Mediation Scale. A similar scale developed by Elizabeth Pena, and described in Pena, M. Resendiz and S. L. Gillam, is the Mediated Learning Observation scale.
