Year: 2009
Type: article
Study design: Observational Study
Abstract: Standardized assessment tools have been criticized for use with young children; however, there is limited empirical research supporting developmentally appropriate, play-based assessments. Forty children, with and without developmental disabilities, ages 10-73 months referred from the community of a large city received a transdisciplinary play based assessment (TPBA-2) and standardized assessment. Caretakers also completed the Vineland Scales of Adaptive Behavior. Concurrent validity between the TPBA-2 and standardized assessment tools (Bayley Scales of Infant and Toddler Development-III and the Mullen Scales of Early Learning) was demonstrated (p
Author: Keri Linas
Language: English
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: University of Denver
OpenAlex ID: W23855644