Concurrent Validity of the Transdiciplinary Play Based Assessment—Second Edition
Date of Award
7-15-2009
Document Type
Undergraduate Capstone Project
Degree Name
Psy.D.
Organizational Unit
Graduate School of Professional Psychology
First Advisor
Lavita Nadkarni
Second Advisor
Fernand Lubuguin
Third Advisor
Toni Linder
Keywords
Transdisciplinary Play-based Assessment, TPBA, Standardized assessment
Abstract
Standardized assessment tools have been criticized for use with young children; however, there is limited empirical research supporting developmentally appropriate, play-based assessments. Forty children, with and without developmental disabilities, ages 10-73 months referred from the community of a large city received a transdisciplinary play based assessment (TPBA-2) and standardized assessment. Caretakers also completed the Vineland Scales of Adaptive Behavior. Concurrent validity between the TPBA-2 and standardized assessment tools (Bayley Scales of Infant and Toddler Development-III and the Mullen Scales of Early Learning) was demonstrated (p
Publication Statement
Copyright is held by the author. Permanently suppressed.
Recommended Citation
Linas, Keri E., "Concurrent Validity of the Transdiciplinary Play Based Assessment—Second Edition" (2009). Graduate School of Professional Psychology: Doctoral Papers and Masters Projects. 258.
https://digitalcommons.du.edu/capstone_masters/258