Transdisciplinary PlayBased Assessment II Danielle Nester Taylor Normand

Transdisciplinary Play-Based Assessment II Danielle 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-domains Sensorimotor (7) Social & Emotional (7) Communication (7) Cognitive (7) Gross motor Emotional expression & adaptability Language comprehension & production Attention & memory Motor planning & coordination Emotional & Pragmatics behavioral regulation Problem solving Sensory modulation with emotion, activity level, & attention Sense of self Articulation Social cognition Sensorimotor in daily life and selfcare Social interactions Voice & fluency Literacy Vision Hearing

Testing Procedures § § 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 • 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 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+ § Test-retest reliability studies § Study yielded significant results § Interrater reliability § Construct validity § Study that looked at amount of § Interdependent relationships training (in hours) within & across domains § 0. 80 -1 – excellent results § Criterion validity § TPBA-2 was compared to traditional, standardized assessments § Results were just as accurate

Test Costs $54. 95 $39. 95 For 5 packs (50 sheets each) $229. 95 (CD-ROM)

Example of Test Items http: //youtu. be/FCq. N 3 -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

Scoring Analysis Soon after observation, review: § Assessment questions § Parent perceptions § Team perceptions § Summary of skills and contexts for highest skills *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 TPBI 2 intervention process. The intervention team closely reviews findings from TPBA 2 and uses these observations as a guide when choosing TPBI 2 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

Development of Program and Intervention Plans § Identification and placement § IFSP/IEP development § Priorities for intervention § Specific developmental objectives § Intervention planning within routines and contexts of individual family § Resource problem-solving

Area of Occupation Addressed § 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

Setting § 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

Assessment Approach § 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

Frame of Reference: Developmental § 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

Measurement Concerns § 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 §

References Asher, I. E. (Ed. ). (2007). Asher’s Occupational Therapy Assessment Tools (3 rd 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 TPBA 2 & TPBI 2. Baltimore: Paul H. Brookes. Linder, T. W. (2008). Transdisciplinary play-based assessment: a functional approach to working with young children (2 nd ed. ). Baltimore: Paul H. Brookes Pub. Co. . Linder, T. (2011). Transdisciplinary play-based assessment - 2 [Power. Point slides]. Retrieved from http: //www. sased. org/pages/uploaded_files/SI%202011%20 -%20 Linder%20 TPBA %20 no%20 pics%20 pwr%20 pt. ppt