Transdisciplinary Play-Based Assessment (TPBA 2) / Edition 2

by Toni W. Linder

Overview

SAVE when you order the complete TBPA/I2 3-volume set, with and without the forms CD.

Transdisciplinary Play-Based Assessment, Second Edition (TPBA2) is a comprehensive, easy-to-follow process for assessing four critical developmental domains—sensorimotor, emotional and social, communication, and cognitive—through observation of the child's play with family members, peers, and professionals. In this volume, early childhood professionals will get

• step-by-step instructions on how to prepare for a successful assessment
• practical guidelines on how to conduct every part of the observation and gather qualitative information about the child's skills
• the clearest research-based explanations of birth-to-six child development
• detailed age tables (expanded and updated for this edition) that show what typical development looks like month by month and enable identification of child skill levels for quantitative data documentation
• vivid examples that illustrate key behaviors and challenges in assessment
• new tools and process guidelines for obtaining information from parents

View our recorded webinar: Transdisciplinary Play-Based Assessment and Intervention for Young Children presented by Tori Linder.

The thoroughly updated second edition of TPBA2 features

• Strong foundation in DEC and NAEYC guidelines
• OSEP child outcomes crosswalk
• Expanded content on critical topics such as literacy, vision, hearing, and daily living skills
• Explicit links between assessment and intervention

With TPBA2, professionals will find it even easier to conduct accurate observations, address child and family needs, and use assessment information to inform intervention.

Learn more about the TPBA and TPBI system, and discover Toni Linder's play-based curriculum, Read, Play, and Learn!®.

Join us for free webinars on the TPBA/I system and other early childhood assessment tools

Product Details

ISBN-13:	9781557668714
Publisher:	Brookes, Paul H. Publishing Company
Publication date:	07/28/2008
Edition description:	New Edition
Pages:	384
Product dimensions:	8.70(w) x 11.20(h) x 1.00(d)

About the Author

Dr. Toni Linder is Professor Emeritus in the Child, Family, and School Psychology Program at the Morgridge College of Education at the University of Denver in Denver, Colorado. Dr. Linder has been a leader in the development of authentic assessment for young children and is known for her work on Transdisciplinary Play-Based Assessment and Transdisciplinary Play-Based Intervention (1990, 1993, 2008). In addition, she developed Read, Play, and Learn (1999), an inclusive, literature and play-based curriculum for preschool and kindergarten learning and development. She consults nationally and internationally on assessment, intervention, early childhood education, program development, and family involvement issues. Dr. Linder has conducted research on a variety of issues, including transdisciplinary influences on development, parent-child interaction, curriculum outcomes, and using technology for professional development in rural areas.

In 2012 Dr. Linder formed Early Learning Dynamics LLC to serve as a platform for her continuing consulting, curriculum development, and play-based assessments. Dr. Linder will use Early Learning Dynamics to serve children worldwide.

Read an Excerpt

Excerpted from Chapters 1 and 3 of Transdisciplinary Play-Based Assessment, Second Edition by Toni Linder, Ed.D. with invited contributors.

Copyright © 2008 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

The first edition of Transdisciplinary Play-Based Assessment (1990) presented a comparison of assessment by a multidisciplinary team using traditional approaches and transdisciplinary Play-Based assessment (TPBA) using a team conducting a play assessment together. Over the years, many people have commented on how the vignette presented in the beginning of the book opened their eyes to what their assessments might be like for the children they assessed. The vignette is presented again in this revised edition to illustrate how different the assessment process can be for children and families. Chapter 1 in the Administration Guide discusses why theory, research, and legislation are now dictating that assessment of young children should be natural, functional, and responsive to child and family needs.

TRADITIONAL ASSESSMENT

Imagine yourself as a 3-year-old child who has been referred to a developmental center for assessment because of suspected developmental delays. Both your mother and father have come with you to a place called "the Center."

When you walk in the door, a woman meets you and takes you to her office. You sit on your mom's lap while the woman behind the desk asks your mom and dad questions about your birth and your first 3 years of life. Your mom and dad sound worried and your mom even cries when she talks about you. You feel sad and think that something about you must be making her cry.

After a while, another woman comes to take you to "play some games." Your mom and dad tell you to go with the "nice lady" and it will be fun. The nice lady takes your hand. You walk down the hall with her to a small room with a table and two wooden chairs and some pictures on the wall. You don't see any games anywhere. Then the lady pulls out a suitcase and starts to put things like blocks and puzzles in front of you. She then asks you to do certain things with them. At first this is fun, but after a while the lady asks you to do some things that are not so much fun. It's hard. You tell her this, but she just keeps putting things that are not fun in front of you. She also asks you questions that you can't answer. You want to go back to your mommy and daddy, but the lady keeps saying that you'll be finished soon. "Soon" is a long time. Finally, the lady says that you're all done playing games. You feel relieved! This lady doesn't know much about how to have fun!

After a necessary potty break and a few tears, the lady lets you see your mommy and daddy. But not for long. Here comes another lady to take you to another little room with another table and chairs and different pictures on the wall. This lady doesn't talk much. She just keeps putting pictures in front of you and asking you what they are. Many of the pictures are things that you have seen, but you just don't know what to call them. So you look down at the floor and up at the pictures on the wall. You pull on your shirt and wiggle a lot. You wish this lady would quit with the pictures. You've seen more than enough pictures. Then the lady gets out another suitcase, only it's a different color. She pulls out a couple of toys at a time and tells you what she wants you to do with them. Some of these are neat toys, and you'd really like to play with them. Every time you start to do something other than what the lady told you to do, however, she takes the toys away. This lady sure is stingy. You are getting tired, so you put your head down on the table. The lady makes you sit up. Finally, she is through. She takes you back to your mommy and daddy and tells them that you were "somewhat

Table of Contents

About the Authors
Preface
Acknowledgments

1. A Review of the Transdisciplinary Play-Based System
   
   
2. Sensorimotor Development Domain
   with Anita C. Bundy
   
   I. Functions Underlying Movement
   II. Gross Motor Activity
   III. Arm and Hand Use
   IV. Motor Planning and Coordination
   V. Modulation of Sensation and Its Relationship to Emotion, Activity Level, and Attention
   VI. Sensorimotor Contributions to Daily Life and Self-Care
   
   TPBA2 Observation Guidelines: Sensorimotor Development
   TPBA2 Observation Notes: Sensorimotor Development
   TPBA2 Age Table: Sensorimotor Development
   TPBA2 Observation Summary Form: Sensorimotor Development
   
   
3. Vision Development
   Tanni L. Anthony
   
   Visual Ability
   
   TPBA2 Observation Guidelines: Vision Development
   Visual Development Indicators
   
   
4. Emotional and Social Development Domain
   
   I. Emotional Expression
   II.Emotional Style/Adaptability
   III. Regulation of Emotions and Arousal States
   IV. Behavioral Regulation
   V. Sense of Self
   VI. Emotional Themes in Play
   VII. Social Interactions
   
   TPBA2 Observation Guidelines: Emotional and Social Development
   TPBA2 Observation Notes: Emotional and Social Development
   TPBA2 Age Table: Emotional and Social Development
   TPBA2 Observation Summary Form: Emotional and Social Development
   
   
5. Communication Development Domain
   with Renee Charlifue-Smith and Cheryl Cole Rooke
   
   I. Language Comprehension
   II. Language Production
   III. Pragmatics
   IV. Articulation and Phonology
   V. Voice and Fluency
   VI. Oral Mechanism
   
   TPBA2 Observation Guidelines: Communication Development
   TPBA2 Observation Notes: Communication Development
   TPBA2 Age Table: Communication Development
   TPBA2 Observation Summary Form: Communication Development
   
   
6. Hearing Screening and Visual Modification of TPBA for Children Who Are Deaf or Hard of Hearing
   with Jan Christian Hafer, Renee Charlifue-Smith, and Cheryl Cole Rooke
   
   I. Hearing
   II. Visual Communication Skills
   
   TPBA2 Observation Guidelines: Auditory Skills
   
   
7. Cognitive Development Domain
   
   I. Attention
   II. Memory
   III. Problem Solving
   IV. Social Cognition
   V. Complexity of Play
   VI. Conceptual Knowledge
   
   TPBA2 Observation Guidelines: Cognitive Development
   TPBA2 Observation Notes: Cognitive Development
   TPBA2 Age Table: Cognitive Development
   TPBA2 Age Table: Conceptual Development
   TPBA2 Observation Summary Form: Cognitive Development
   
   
8. Emerging Literacy
   with Forrest Hancock
   
   

Index

Editorial Reviews

"We are using TPBA to develop our transdisciplinary play-based assessment strategies to be used with young deaf and hard of hearing children. TPBA has proven to be helpful in this initial development stage."

Center for Outreach Services, Early Childhood Outreach Consultant, Ohio School for the Deaf - Carrie Thompson-Davenport

"Makes the evaluation process a very positive experience for children and families . . . provides the team with an incredible amount of nuanced information for developing integrated, functional goals for intervention."

Program Consultant, North Carolina Office of School Readiness. Adjunct Faculty, University of North Carolina at Charlott - Anne-Marie De Kort-Young

"TPBA is an ideal tool for assessment teams."

Early Childhood Special Education Specialist, VDOE Training and Technical Assistance Center, Old Dominion University - Linda D. Ingleson

"Using TPBA assessment procedures and strategies has proven to be a useful framework for our professionals to grow into a truly transdisciplinary team."

Psychology, Full Professor, Superior School of Education of Porto; Coordinator, Unit for Promoting Inclusive School - Manuela Sanches Ferreira

"Embedded in child development theory and research, TPBA/I 2 have revolutionized assessment methodologies for preschool age children . . . consistently yields comprehensive, rich data as evidence to develop intervention teaching strategies that address the development of the whole child."

Preschool Consultant, Educational Diagnostician - Margie Larsen

"Allows the family to be actively involved in the assessment, calls attention to play behaviors and engagement, and provides rich information that proved useful to intervention planning. TPBA/I are pivotal to providing quality services within the child's natural environment and integrating the child's goals into daily activities and routines."

early interventionist, Institute for Disability Studies, University of Southern Mississippi - Shannon Haley-Mize

"Outstanding works which have been important in the field of early intervention . . . excellent way of illustrating clinical observation from a team perspective."

Stella Fair

"Emphasizes observing the child through the lenses of many domains to determine appropriate interventions...an excellent resource for physical therapy professionals who routinely perform early-intervention assessments as part of an interdisciplinary team, as well as for faculty and researchers."

ADVANCE for Physical Therapists & PT Assistants

"What a phenomenal resource!"

Katie Todd

"The ability to collaborate with other professionals, facilitate the involvement and empowerment of families in assessment and intervention, and provide services in natural settings are skills that are keys to success in practice . . . the transdisciplinary system described in the TPBA2 and TPBI2 is one that readily promotes these skills."

Focus on Autism and Other Developmental Disabilities

"Few other assessment and intervention programs can offer as extensive and converging perspectives as does the TPBA2 and TPBI2. The TPBA2 is strongly recommended for early childhood intervention assessments."

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