A Comprehensive Approach to Early Childhood Assessment and Intervention Kelly-Vance, L., Ryalls, B. O., & Dempsey, J. University of Nebraska Omaha NASP 2011: San Francisco

Acknowledgements and Appreciation Papillion-LaVista Public School District, Omaha, NE Especially Kristy Feden! Sarpy County Head Start, NE School Psychology Graduate Students Many, many children and their families University Committee on Research Artwork by Julie K. Hart

What is Play Assessment? An observation of a child’s skills in the context of play Cognitive (thinking and problem-solving) Social Behavioral A system that results in a description of a child’s competencies and areas of need A method of monitoring a child’s progress in curriculum and intervention

Use of Play Assessments Individual assessments to determine performance levels in developmental domains Screening classes or groups to determine group performance Progress monitoring of individuals, groups, and/or classrooms Program evaluation to determine program effectiveness

What is play intervention? An intervention process in which the areas of need that are identified in play assessment are addressed in the context of play

Why play interventions? Teachers easily understand the intervention Children are in their natural environment Parents can learn how to conduct interventions

Conducting Play Assessments Observational Approach “how to”

Observation Sessions Determine setting Laboratory Classroom Home Select time of day (free play is ideal in classrooms) Make sure that the toys can elicit a wide range of skills

Observation of Play Observe at least 30 minutes to determine level of exploratory/pretend play Document the amount of time for play behaviors (explained later) For supplementary subdomains, observe until child reaches age appropriate levels of play or until you determine that the results are accurate Validate from the teacher

Level of Facilitation Do not guide the child’s play Do not let others guide the child’s play For categories that were not observed, you can set up an opportunity – may need to ask teacher If category never observed and no opportunities are available, ask teacher for input

Observation of Social/Behavior Also note any social and/or behavioral strengths and possible areas of need Initiation of play Receptivity of play when others initiate Variety of playmates Adult vs. child play

Additional Developmental Domains Can also note on the following Language Motor Interests

Coding Play Forms and coding guidelines How to analyze the observations

Assessment Forms Observation and Coding Summary and Progress PIECES Developmental Progression of Play

What is measured…. Supplemental Play Skills – Problem Solving Skills and Planning - measures cognitive development Discrimination/ Classification Skills Quantification Skills Drawing Skills Sequencing Abilities Core Play Skills – measures cognitive development Exploratory Play Simple Pretend Play Complex Pretend Play Social Skills Behavior Language can be noted

Social: Play Partners Number Child(ren)/Adults

Social: Play Direction Initiator – child initiates play with another child or adult Follower – child follows play of another child or adult Cooperative – child has cooperative play interchanges with another child or adult

Communication Language heard during play – document This can be a conversation with an adult or another child or the target child could be talking to him/herself

Supplemental Areas of Assessment Strategic Behavior and Problem Solving Skills Discrimination/Classification Skills Quantification Skills Drawing Skills Sequencing Abilities

Reporting results Highest level of play coded for each subdomain (i.e., core and supplemental) Percent of time in pretend vs. exploratory play Number of steps in pretend play (when applicable) Description of the variety of play acts, toys used, and level of facilitation Social dimensions of play Behaviors that may facilitate or interfere with play

Results of play assessment Competencies Student observed an age appropriate skill in the play subdomain Reported skills Teacher reported an age appropriate skill in the play subdomain but the skill was not observed Emerging skills Skill was observed rarely or only with facilitation Areas of need Skill was not observed or reported

Intervention System Using the assessment data

System – Level 1 Screening of all children using the PIECES observation and coding system Can be conducted 3-4 times per year Purpose: To determine group progress and program effectiveness To determine which children need additional interventions Must have a criteria for moving to Level 2

System – Level 2 Small group or individual interventions Interventions are 1-2 times per week Progress is monitored 1-2 times per week Evaluate progress every 4-6 weeks Establish a criteria for moving from Level 2 to Level 3 and from Level 2 to Level 1

System – Level 3 Level 3 – Individual or small group interventions Progress is monitored 2-3 times per week Interventions are 3-5 times per week Evaluate progress every 4-6 weeks

Play Interventions Determine from assessment results Intensity depends on need Small group or individual interventions can be used Frequent progress monitoring is required because young children change very quickly Peer comparisons are helpful in determining if improvement is due to development or the intervention

Play Interventions can include Parents* Teachers Peers Siblings Older children in a school – if applicable *Hart found that parents are knowledgeable about play and believe it is important to development but their child’s play level did not reflect the belief

Interventions Individual and group intervention strategies Teach new skills Model Add ons Increase emerging skills Verbal prompts Play partners Use verbal praise and encouragement throughout intervention

References Cherney, I. C., Kelly-Vance, L., Gill, K., Ruane, A., & Ryalls, B. O. (2003). The effects of stereotyped toys and gender on play assessment in 18-47 month old children. Educational Psychology, 22, 95-106. Kelly-Vance, L., Needelman, H., Troia, K., & Ryalls, B. O. (1999). Early childhood assessment: A comparison of the Bayley Scales of Infant Development and a Play-Based Technique. Developmental Disabilities Bulletin, 27, 1-15. Kelly-Vance, L., & Ryalls, B. O. (2008). Best practices in play assessment and intervention. In J. Grimes & A. Thomas, (Eds.), Best practices in school psychology V, vol. 2, 549-559. Kelly-Vance, L., & Ryalls, B. O. (2005). A systematic, reliable approach to play assessment in preschoolers. School Psychology International, 26, 398-412. Kelly-Vance, L., Ryalls, B. O., & Glover, K. G. (2002). The use of play assessment to evaluate the cognitive skills of two- and three-year old children. School Psychology International, 23, 169-185. Mallory, J., Kelly-Vance, L, & Ryalls, B. O. (2010). Incorporating divergent thinking into play interventions for preschool children with developmental risk factors. The International Journal of Creativity and Problem Solving, 20, 57-71.

Contact Information Lisa Kelly-Vance lkelly-vance@unomaha.edu Brigette Ryalls bryalls@unomaha.edu Jessica Dempsey jessicadempsey@unomaha.edu www.unomaha.edu/schoolpsych/playresources.php