transdisciplinary play-based assessment ii danielle nester & taylor normand
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Transdisciplinary Play-Based Assessment IIDanielle Nester & Taylor Normand
Key Characteristics Age Range
Birth – 6 years
What is it? Occurs in natural environment Play-based & child/family centered Team approach of the parent and
skilled professionals (i.e. OT, PT, SLP)
Everyone involved in observation, discussion, feedback, and knowledge of their expertise
Benefits children that don’t test well with standardized (i.e. ASD, behavioral or emotional problems) or have a language barrier
Purpose Used for identifying services,
developing interventions, and evaluating progress
Provides important info on child’s function through different context
Gives an idea where the child is developmentally
Assessment is a process, not a tool
Domains & Sub-domainsSensorimotor (7) Social & Emotional
(7)Communication (7) Cognitive (7)
Gross motor Emotional expression & adaptability
Language comprehension & production
Attention & memory
Motor planning & coordination
Emotional & behavioral regulation
Pragmatics Problem solving
Sensory modulation with emotion, activity level, & attention
Sense of self Articulation Social cognition
Sensorimotor in daily life and self-care
Social interactions Voice & fluency Literacy
Vision Hearing
Preparing for session Child & Family History Questionnaire (CFHQ)
Medical, social, & developmental history Family Assessment of Child Functioning
(FACF) Daily routines rating form All about me questionnaire
Pre-assessment planning meeting
During play session Dynamic & flexible Play facilitation, parent facilitation,
observation, videotaping
Testing Procedures• After session (Analysis)
• Family & team perceptions• Integration• Priorities & needs• Resources• Recommendations
• Assessment Report• Eligibility
Key Characteristics of Play Session Takes ~ 60-90 minutes
Can occur in more than 1 session or at more than 1 sites
Play facilitator & parent engage child in different interactions and events with any toys/materials
Observe what child is able to do and what kind of behavior they exhibit
Can sometimes have a video recording
Play facilitator integrates developmentally appropriate activities to see skills in domains
Observers look for the development guidelines they wish to see
Child should interact with family members, a peer, and the facilitator
Parents are asked if child’s behavior during assessment was accurate and if there are any skills or behaviors the child normally has
Need & Development for Test
TPBA is an alternative to traditional, norm-referenced or standardized tests Non-biased to a child’s background, culture/language, or familiarity
Functional & dynamic process customizable for different children Results with quantitative AND qualitative as opposed to only statistics and
percentiles Not only measures what has been learned, but what CAN be learned Authentic, naturalistic, and motivating assessment for the child, producing a
more accurate picture across all domains
Psychometric Properties
*All yielded excellent results with 2+ studies
Interrater reliability Study that looked at amount of
training (in hours) 0.80-1 – excellent results
Test-retest reliability Study yielded significant results
Construct validity Interdependent relationships
within & across domains Criterion validity
TPBA-2 was compared to traditional, standardized assessments
Results were just as accurate
Test Costs
$54.95
$54.95
$39.95For 5 packs (50 sheets each)
$229.95 (CD-ROM)
Example of Test Items
http://youtu.be/FCqN3-8_2_w
Scoring: Observation Guidelines
Scoring: Age Table
• • • • • •
Scoring: Observation Summary
Percent Delay:If age level < chronological age:1- (age level/CA) = ___% delay
If age level > chronological age:(age level/CA)-1 = ____ % above
*A unique property of TPBA-2 is that it not only tells you what a child is doing but how the child acquired the skills and how the child is using the skills (updated 6/12)
How does the system link assessment with intervention? Findings from the TPBA-2 assessment are directly
incorporated into the TPBI2 intervention process. The intervention team closely reviews findings from TPBA2 and uses these observations as a guide when choosing TPBI2 interventions that address specific areas of concern.
The TPBI-2 provides a “planner" of play materials and suggested opportunities, as well as intervention guidelines, to aid in development of individualized programs for children who need extra assistance
Scoring Analysis
Soon after observation, review:
Assessment questions
Parent perceptions Team perceptions Summary of skills and
contexts for highest skills
Identification and placement
IFSP/IEP development
Priorities for intervention
Specific developmental objectives
Intervention planning within routines and contexts of individual family
Resource problem-solving
Development of Program and Intervention Plans
Play participation & exploration: Natural processes such as play result in less inhibited interactions, and consequently higher levels of communication, more exploration, and increased attention and problem-solving
ADLs Swallowing/eating Feeding
Education participation
Social participation with family and peers
Area of Occupation Addressed
Assessment is conducted in the home or a play environment such as a playroom, playground, classroom, or child care setting
Natural processes such as play result in less inhibited interactions, and consequently higher levels of communication, more exploration, and increased attention and problem-solving
Non-directive, informal, synchronous interactions, rather than question-and-answer formats result in increased initiations and communication on the part of the child
Setting
Arena
Convergent assessment model
Caregiver observations
Professional observations
Additional testing if needed
Judgment based
Ecological (natural play environment)
Top down Assessment initially looks at all 4 domains at once Then, once child’s strengths and weaknesses are identified,
focus on more specific components
Assessment Approach
Children normally develop in a sequential way
Gains in structure function development
Physical, sensory, perceptual, cognitive, social, and emotional are all interconnected and affect the whole child
Assessment process & intervention involves goals that are child-centered and focus on occupations meaningful to promote optimal participation
Frame of Reference: Developmental
Subjective
Time consuming to analyze
Multiple people analyzing Could be a good thing if someone catches your mistake Could be a bad thing if results aren’t consistent with each
other
Measurement Concerns
Asher, I.E. (Ed.). (2007). Asher’s Occupational Therapy Assessment Tools (3rd ed.).Bethesda, MD: AOTA Press.
Brookes Publishing Co Home. Retrieved May 28, 2014, from http://www.brookespublishing.com
Linder, T. W. (2008). Administration guide for TPBA2 & TPBI2. Baltimore: Paul H. Brookes.
Linder, T. W. (2008). Transdisciplinary play-based assessment: a functional approach to working with young children (2nd ed.). Baltimore: Paul H. Brookes Pub. Co..
Linder, T. (2011). Transdisciplinary play-based assessment - 2 [PowerPoint slides]. Retrieved from http://www.sased.org/pages/uploaded_files/SI%202011%20-%20Linder%20TPBA
%20no%20pics%20pwr%20pt.ppt
References
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