Transdisciplinary Play-Based Assessment

Transdisciplinary Play-Based Assessment in a Child Find SettingMetro Speech/Language SymposiumFebruary 3-4, 2011Joy Warner, MEd, CCC-SLPJeanine Coleman, PhDDenver Public Schools

Goals of the PresentationParticipants will:Gain understanding of the TPBA process with Child Find teams.Will observe best practices in assessment process.Learn facilitation strategies.Gain understanding of how to create functional, family sensitive goals and recommendations.JoyIntroductions, assess the audience, goals, disclaimer2Characteristics of the TPBAPlay-basedDynamicFunctionalFlexibleAuthenticMulti-dimensionalCollaborative Child & Family focusedStrengths basedSensitive to child and family differences

Jeanine3Purpose of TPBATo determine eligibility for Part C and Part B special education services and write Individualized Family Service Plans (IFSP) or Individualized Education Plans/Programs (IEP)

To identify intervention strategies or intervention plans specific to individual children

Progress monitoring

Jeanine4Type of assessmentTPBA is an authentic process that involves observing the child in play situations with structured and unstructured facilitation of sensorimotor, social-emotional, language and communication, and cognitive development (p. 8).

TPBA is not a standardized, norm-referenced assessmentTPBA is not a criterion-referenced assessmentTPBA is not a developmental checklist

TPBA is an assessment process that uses multiple sources of information across settings to determine strengths and needs of children.Systematic, observational data used to determine eligibility for servicesJeanine5Developmental domains assessedCognitionSpeech & LanguageGross & Fine MotorSensoryEmotional & SocialAdaptiveINTERRELATEDNESSJoyExamples: talking about feelings is emotional & language; cognitive & receptive language are intertwinedif you dont have the language to explain cognitive processes, your cognition will look different.6Results in quantitative and qualitative informationSkill level Learning style Interaction patternsContexts for development Intervention objectives and strategiesRating ScaleJeanineSamples from communication domain7Defining Transdisciplinary TeamsTeams working together to assess children across disciplinesExchanging of roles or role releaseFlexibilityCollaborativeIntegrativeEffectiveSupportiveResults in holistic evaluationsJeanine8Roles of team membersChildFamily (parents, grandparents, caregivers)Play facilitatorperson who plays with the childFamily facilitatorperson who observes with the parent and discusses assessment processesVideographerperson recording the assessmentObservers/note-takersthe rest of the team that observes and takes notes during the assessment on TPBA formsJoyQualities & skills9Other Team membersSLPSpeech/Language PathologistECSEEarly Childhood Special Educator or Developmental SpecialistOT/PTOccupational/Physical TherapistSchool PsychologistSocial WorkersNurseAudiologist/Hearing SpecialistVision SpecialistEarly Childhood Teachers and classroom assistantsChild care provider

Joy10Who is assessed?Children birth to 6 yearsChildren who have previously be labeled untestableChildren with short attention spansChildren with limited mobilityChildren with social-emotional problemsChildren with autismChildren with genetic disordersChildren who are developing in a typical mannerChildren who may be giftedChildren who are at risk for developmental delaysJoy11ComponentsInformation from parentsObservations of the childTPBA2 Observation Guidelines & Age TablesAnalysis & discussion of information to get a holistic view of the childProgram planning & recommendations for intervention (next steps)Jeanine 12TPBA Processwhats involved?Before the EvaluationObtain information from families related to developmental, health, and social history of the child and familyObtain information from families and caregivers related to how they view the childs development, behavior, and interactions within daily routinesJoy13During the EvaluationObtain information from caregivers as they observe the child during TPBA in order to determine how the childs behavior during the assessment is similar or different from what they typically seeObtain information from team members who observe the child at play regarding developmental skills, behaviors, processes, learning style and interaction patterns

Jeanine14After the EvaluationIntegrate and share information in a post-assessment discussion with family membersWrite a comprehensive, holistic report that reflects the perspective of the family and the professionals involved in the evaluation; identifies a disability, delay, or concern through the assessment process; specifies global service needs; and provides specific recommendations that address:What skills, behaviors or processes the child is ready for and whyHow the next steps can be addressedExamples of activities or experiences from home and/or school that will support learning (pp.8-9)Jeanine15Family FacilitationBefore, during, and after TPBAListen to the storyIdentify concernsProvide informationOn TPBAFamilys roleObtain additional informationCompare childs behaviors at TPBA session & homeIdentify priorities of the family

Use cultural responsiveness and sensitive communication skills

Joy16Toys & MaterialsA full range of categories of playFamiliar & unfamiliar experiencesSimple and challenging problem-solving opportunitiesVarying types of mild to intense sensory stimulationsIndependent and social play opportunitiesCommunication opportunitiesOpportunities for fine motor skillsOpportunities for gross motor skillsOpportunities to use pre-academic skillsMeans for addressing specific referral questions

Jeanine17Structure of the TPBA SessionBalance between observation of childs independent play, spontaneous behaviors, following the play facilitators lead, structured facilitation, and responding to limitsParental (or caregiver) play with the child in both unstructured and structured interactions (e.g. sharing a snack, reading a story, completing a puzzle, or playing a game)Separation from and reunion with parents (or caregivers)Child-to-child interactions with siblings and/or peersUnstructured and structured motor playInclusion of natural events (e.g. snack, toileting, dressing/undressing with outer clothing)Contrived events or situations to elicit questioned skills or behaviors (e.g. tantrums)Joy18Natural & Contrived EventsWatch for key events:How the child enters the new environmentResponds to new people or the presence of a groupInteracts/plays with new toys and materialsTransitions from one activity to anotherDeals with challenging tasks and unsuccessful attemptsResponds to limits from parents and/or play facilitatorHandles unexpected sensory inputTolerates brief separation from caregiversHandles having to stop playing with a toy/materialsResponds to unexpected events or stimulation (e.g. someone new enters the room, loud noises)

JoyAll of these events provide valuable information about the childs developmentadaptability, self-regulation, coping strategies, and behaviors. These are not interruptions, but information.19Play FacilitationWatch & wait: Do nothing, say nothingAssist as little as possible, but prompt, suggest, or provide physical support as neededImitate the childTake turns with actions and/or communicationModel actions or language and motive the child to engage with materialsOral & non-oral communication includes open-ended questions, fewer questions, and more commentsRead cues and respond immediately to all initiations (language or actions)Enthusiasm is contagious! Jeanine20Play FacilitationAdaptations Changing the facilitatorChanging the environmentAdapting toys & materialsPositioning materialsPositioning childModifying sensory inputUsing assistive technologyUsing therapeutic strategiesJeanine21Observing Kassandra

Joyintroduction of video, assignmentWrite down observations of demonstrated skillsTurn & talk to your partner22Communication DevelopmentLanguage comprehensionLanguage productionPragmaticsArticulation/phonologyVoice & fluencyOral mechanismHearingJoy23Emotional & Social DevelopmentEmotional expressionEmotional/style/adaptabilityRegulation of emotions & arousal statesBehavioral regulationSense of selfEmotional themes in playSocial interactionsJeanine24Sensorimotor DevelopmentFunctions underlying movementsGross motor abilityArm & hand useMotor planning & coordinationModulations of sensation and its relationship to emotion, activity level, and attentionSensorimotor contributions to daily life and self-careVisionJoy25Cognitive DevelopmentAttentionMemoryProblem solvingSocial cognitionComplexity of playConceptual knowledgeLiteracyJeanine26Our DPS TPBA ToolsCheat SheetObservation NotesSummary Form

Joy27SkillActivityPretend/Symbolic PlayBaby playfeed, dress, ID body parts, put to sleep, comb/brush the hairKitchen playstir the food, sort the food, set the table, countingPlay with small figuresSensory PlayWater, beans, rice, play dough, other sensory toysdumping-filling counting scoops hiding toysmatchingPlay with BooksPresent the book upside downRead a short story, pause at the end of sentencesPoint or name picturesSorting/Matching ConceptsColorsShapesAnimalsUtensilsBig/small; tall/short; open/shut; etc.Numbers & CountingMore/lessGive me one/two/all/someRote countingOne-to-one correspondenceCardinalityBlock PlayStacking blocksImitating block designstrain, bridgeWriting/Drawing/CuttingScribblingVertical/Horizontal linesCircle with an end pointDraw a personCutting/snipping with scissorsFolding paper to make a bookProblem-Solving (including fine motor manipulation)Nesting blocksCause-effect toysWind-up toysMusical instrumentsOpening containers/twisting tops offStringing beadsCreating problem-solving situationsPuzzlesone-piece/multi-piece/interlockingMemoryFind hidden toysGive 1-2-3 step directionsTPBACheat Sheet of Play Activities

Joy28Speech/LanguageTPBA2 Age:Expressive:Speech/LanguageTPBA2 Age:Receptive:Cognitive/EducationalTPBA2 Age:Attention:Memory:Problem-solving:Social Cognition:Complexity of Play:Conceptual knowledgeemerging math& literacy:DPS Observation NotesJoy29Gross MotorTPBA2 Age: Fine MotorTPBA2 Age: Sensory ProcessingTPBA2 Age: Social/EmotionalTPBA2 Age: Behavior/Temperament/Self-Regulation:Social Interactions:Sense of Self/Emotional themes in play:Adaptive/Self-HelpTPBA2 Age:Dressing: Sleeping:Feeding: Bathing:Toileting : Safety:Health concerns/issues: Vision/Hearing Screening: DPS Observation NotesJoy30DPS TPBA Summary FormRatingCognitiveSpeech/LanguagePhysical MotorSensory ProcessingSocial-EmotionalAdaptive/Self-HelpPhysical Health4 Definite Concern(severe)34-50% delayExpressiveReceptiveGrossFine3 Concern (moderate)25-33% delay2 Watch (mild)10-24% delay1 Typical 0-10% delayJoy31Analysis of ObservationsIdentify a range of skills observedhighest & lowestIdentify the mode or age range that is most frequently observedIdentify splinter skillsIdentify qualitative aspects of skills, behaviors, learning styles, interactions and what supports are needed.Use caution when sharing developmental age levels with parents

Jeanine32Templates for Writing Recommendations Interventionists Thought Process: What is child doing now?

What skills or experiences is the child ready for?

and WHY?

Give specific examples for home and/or schoolJeanine33Templates for Writing Recommendations He is currently doing. And therefore he is ready to OR he is ready for more.In order to develop.she will benefit from..Activities to encourage.includeAdaptation of will allow her to..Stimulation of ..using.will..Jeanine34Questions & SharingLife is not a race, but a journey.