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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...

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Published in:Infant-Toddler Intervention Vol. 7; no. 3; pp. 201 - 215
Main Author: Calhoon JM
Format: research tables/charts Journal Article
Published: Cengage Delmar Learning 1997 Sep
Online Access:View this record in EBSCOhost
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      dt: 1997 Sep
      vid: 7
      iid: 3
      pid: 79059
      pub: Cengage Delmar Learning
      place: Brandon, Mississippi
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        107232498
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        atl: Comparison of assessment results between a formal standardized measure and a play-based format.
      aug:
        au: Calhoon JM
        affil: University of Central Arkansas, Conway, Arkansas
      sug:
        subj:
          Early Childhood Intervention
          Speech and Language Assessment
          Instrument Validation
          Early Childhood Intervention Legislation and Jurisprudence
          Legislation
          Scales
          Validation Studies
          United States
          Infant
          Child, Preschool
          Male
          Female
          Human
          Infant: 1-23 months
          Child, Preschool: 2-5 years
          Male
          Female
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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