Date of Award
8-1-2009
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Toni Linder, Ed.D.
Second Advisor
Lavita Nadkarni
Third Advisor
Gloria Miller
Keywords
Alternative assessment, Play assessment, Standartized 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. User is responsible for all copyright compliance.
Rights Holder
Keri E. Linas
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
167 p.
Recommended Citation
Linas, Keri E., "Concurrent Validity of the Transdisciplinary Play Based Assessment-2" (2009). Electronic Theses and Dissertations. 369.
https://digitalcommons.du.edu/etd/369
Copyright date
2009
Discipline
Early childhood education, Mental health