Date of Award
Child, Family and School Psychology
Toni Linder, Ed.D.
Alternative assessment, Play assessment, Standartized assessment
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 <. 01). Ecological validity of the TPBA-2, or the ability of the assessment tool to capture every day functional skills, was also demonstrated (p < .01). No differences were found between the type of assessment and the facilitation of the child’s typical skills observed in the home and community. No differences were found between the type of assessment received and the child’s behavior during the assessment. This study provides empirical support of the TPBA-2 as a developmentally appropriate assessment tool in compliance with the standards of the Individuals with Disabilities Education Improvement Act (IDEIA).
Linas, Keri E., "Concurrent Validity of the Transdisciplinary Play Based Assessment-2" (2009). Electronic Theses and Dissertations. 369.
Received from ProQuest
Keri E. Linas
Early childhood education, Mental health