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