Clinical Issues: Play Assessment for Children From Culturally and Linguistically Diverse Backgrounds With the advent of IDEA, childfriendly and developmentally appropriate assessments were needed. Issues such as familiarity with the environment and examiner, mastery motivation, functional and contextualized tasks were found to influence children’s performance. In response to these issues, assessments of children’s performance in familiar contexts were developed, such as the ... Clinical Issues
Clinical Issues  |   July 01, 2004
Clinical Issues: Play Assessment for Children From Culturally and Linguistically Diverse Backgrounds
Author Affiliations & Notes
  • Deborah A. Hwa-Froelich
    Saint Louis University, St. Louis, MO
Article Information
Cultural & Linguistic Diversity / Clinical Issues
Clinical Issues   |   July 01, 2004
Clinical Issues: Play Assessment for Children From Culturally and Linguistically Diverse Backgrounds
SIG 1 Perspectives on Language Learning and Education, July 2004, Vol. 11, 6-10. doi:10.1044/lle11.2.6
SIG 1 Perspectives on Language Learning and Education, July 2004, Vol. 11, 6-10. doi:10.1044/lle11.2.6
With the advent of IDEA, childfriendly and developmentally appropriate assessments were needed. Issues such as familiarity with the environment and examiner, mastery motivation, functional and contextualized tasks were found to influence children’s performance. In response to these issues, assessments of children’s performance in familiar contexts were developed, such as the Transdisciplinary Play-based Assessment (TPBA; Linder, 1993) and the Playscale (Westby, 2000). Both the TPBA and Playscale are assessments frequently used to assess young children in early childhood programs. The TPBA is based on tasks adapted from other assessments and/or studies documenting typical developmental behaviors. Westby reports that the age levels for the Playscale were based on the observed language and play performance of 80% of the middle-class European American children with disabilities and typically developing preschoolers. Both assessments are semi-structured, adult-mediated observational assessments that capture children’s optimal developmental level of performance.
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