Transdisciplinary Play-Based Assessment II

1. Transdisciplinary Play-Based Assessment II Danielle Nester & Taylor Normand

2. Key Characteristics • 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 • 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

3. Domains & Sub-domains

4. TestingProcedures • After session (Analysis) • Family & team perceptions • Integration • Priorities & needs • Resources • Recommendations • Assessment Report • Eligibility • 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

5. 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 are any skills or behaviors the child normally has

6. Need & Development for Test • TPBA is an alternative to traditional, norm-referenced or standardizedtests • 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

7. PsychometricProperties • *All yielded excellent results with 2+ studies • Interrater reliability • Study that looked at amount of training (in hours) • 0.80-1 – excellent results • Test-retest reliability • Study yielded significant results • Construct validity • Interdependent relationships within & across domains • Criterion validity • TPBA-2 was compared to traditional, standardized assessments • Results were just as accurate

8. Test Costs $54.95 $39.95 For 5 packs (50 sheets each) $54.95 $229.95 (CD-ROM)

9. Example of Test Items http://youtu.be/FCqN3-8_2_w

10. Scoring: Observation Guidelines

11. Scoring: Age Table

12. 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

13. ScoringAnalysis • 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 TPBI2 intervention process. The intervention team closely reviews findings from TPBA2 and uses these observations as a guide when choosing TPBI2 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. MeasurementConcerns • 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

20. References Asher, I.E. (Ed.). (2007). Asher’s Occupational Therapy Assessment Tools (3rd 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 TPBA2 & TPBI2. Baltimore: Paul H. Brookes. Linder, T. W. (2008). Transdisciplinary play-based assessment: a functional approach to working with young children (2nd ed.). Baltimore: Paul H. Brookes Pub. Co.. Linder, T. (2011). Transdisciplinary play-based assessment - 2[PowerPoint slides]. Retrieved from http://www.sased.org/pages/uploaded_files/SI%202011%20-%20Linder%20TPBA %20no%20pics%20pwr%20pt.ppt