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

2. Key Characteristics Purpose 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

3. 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 & behavioral regulation
Pragmatics
Problem solving
Sensory modulation with emotion, activity level, & attention
Sense of self
Articulation
Social cognition
Sensorimotor in daily life and self-care
Social interactions
Voice & fluency
Literacy
Vision
Hearing
Taylor
More for each, this is just a few

4. Testing Procedures Preparing for session After session (Analysis)
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
Taylor
Pre-assessment planning meeting- roles, locations, observation responsibilities, toys/materials, structure observation, questions

5. Key Characteristics of Play Session
Takes ~ 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
Toys- sensory material, manipulatives, construction toys, fine/gross mt, art, books& theme boxes (doctor’s kit, picnic) 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 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
taylor

7. Psychometric Properties
*All yielded excellent results with 2+ studies
Interrater reliability
Study that looked at amount of training (in hours)
– 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
taylor

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

9. Example of Test Items
taylor

10. Scoring: Observation Guidelines
- As you would observe the child play, you would circle/highlight/check the items listed in these categories that correspond to the child’s behavior, with any additional observations going in the “Notes” section.
- Experienced administrators may choose to collect notes on their own, rather than checking off suggested characteristics

11. Scoring: Age Table
Based on observations, you would review this Age Table to determine the age level that most closely matches the child‘s performance. It may help to circle items that the child can do.
If items are circled across multiple age levels, find the child’s age level by finding the mode (determine which age level has the most circled items)
For example…. If the child remembers and imitates actions performed by others, particularly with tools or objects, dumps objects out of containers and searches for missing objects, and can combine two or more objects functionally, he/she would be placed in the 10 month age level

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
For each category, you will circle the number that corresponds with the child’s developmental status as observed, using results from the observation sheet
Next, consider the child’s performance in relation to same-age peers by comparing the child’s performance with the Age Table
Use the Age Table to arrive at the child’s age level for each subcategory, then circle AA (above average), T (typical), W (watch), or C (concern) by calculating the child’s percent delay
To calculate chronological age subtract child’s birth date from assessment date and round up or down as appropriate

13. 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 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
danielle

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
danielle

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
danielle

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
danielle

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
taylor

19. 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
danielle

20. References
Bethesda, MD: AOTA Press.
Asher, I.E. (Ed.). (2007). Asher’s Occupational Therapy Assessment Tools (3rd ed.).
Brookes Publishing Co Home. Retrieved May 28, 2014, from
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 %20no%20pics%20pwr%20pt.ppt