Date of Award

8-1-2009

Document Type

Dissertation

Degree Name

Ph.D.

Department

Child, Family and School Psychology

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.

Provenance

Received from ProQuest

Rights holder

Keri E. Linas

File size

167 p.

File format

application/pdf

Language

en

Discipline

Early childhood education, Mental health

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