Concurrent Validity of the Transdisciplinary Play Based Assessment-2

<p>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</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2009

Author dc:creator

• Linas, Keri E.

Contributors dc:contributor

• Toni Linder, Ed.D.
• Lavita Nadkarni
• Gloria Miller

• Alternative assessment
• Play assessment
• Standartized assessment
• Education
• Educational Assessment, Evaluation, and Research

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/369

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1368