TPBA-2 - 2015ot
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Transcript TPBA-2 - 2015ot
Transdisciplinary
Play-Based
Assessment II
Danielle Nester & Taylor Normand
Key Characteristics
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
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 &
Pragmatics
behavioral regulation
Problem solving
Sensory
modulation with
emotion, activity
level, & attention
Sense of self
Articulation
Social cognition
Sensorimotor in
daily life and selfcare
Social interactions
Voice & fluency
Literacy
Vision
Hearing
Testing Procedures
Preparing for session
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
Key Characteristics of Play Session
Takes ~ 60-90 minutes
Can occur in more than 1 session or at more
than 1 sites
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
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
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
Psychometric Properties
*All yielded excellent results with 2+ Test-retest reliability
studies
Study yielded significant results
Interrater reliability
Construct validity
Study that looked at amount of
Interdependent relationships
training (in hours)
within & across domains
0.80-1 – excellent results
Criterion validity
TPBA-2 was compared to
traditional, standardized
assessments
Results were just as accurate
Test Costs
$54.95
$54.95
$39.95
For 5 packs (50
sheets each)
$229.95
(CD-ROM)
Example of Test Items
http://youtu.be/FCqN3-8_2_w
Scoring: Observation Guidelines
Scoring: Age Table
•
•
•
•
•
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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
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
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
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
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
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
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
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
References
Asher, I.E. (Ed.). (2007). Asher’s Occupational Therapy Assessment Tools (3rd ed.).
Bethesda, MD: AOTA Press.
Brookes Publishing Co Home. Retrieved May 28, 2014, from http://www.brookespublishing.com
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
http://www.sased.org/pages/uploaded_files/SI%202011%20-%20Linder%20TPBA
%20no%20pics%20pwr%20pt.ppt