Comparison of assessment results between a formal standardized measure and a play-based format.
With the passage of Public Law 99-457 in 1986 came a new call for the assessment and treatment of infants and toddlers with special needs. Therefore, a search for the most appropriate and effective means of intervention has evolved. In this search, the informal transdisciplinary play-based assessmen...
| Publicado en: | Infant-Toddler Intervention Vol. 7; no. 3; pp. 201 - 215 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Cengage Delmar Learning
1997 Sep
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | With the passage of Public Law 99-457 in 1986 came a new call for the assessment and treatment of infants and toddlers with special needs. Therefore, a search for the most appropriate and effective means of intervention has evolved. In this search, the informal transdisciplinary play-based assessment model has been identified and viewed possibly as a less threatening means of gathering information about the whole child necessary for providing appropriate services. This study compares a natural, criterion-referenced play-based assessment of language to a more formal, norm-referenced standardized measure. Four subjects with a language delay were evaluated in an attempt to assess the benefits of a play-based model in the assessment process in providing an accurate analysis of a child's language capabilities. Results indicated that the play-based assessment produced higher performance scores the majority of the time. The play-based model also provided a broader picture of the child's emerging skills which are helpful in planning goals and objectives for intervention. These results warrant further research on the validity and reliability of the play-based approach in language assessment in comparison to standardized tests. |
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