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Topics in Early Childhood Special Education
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Transdisciplinary, Play-Based Assessment in Early Childhood Special Education

An Examination of Social Validity

Carl L. Myers

Western Kentucky University

Susan L. McBride

Iowa State University

Carla A. Peterson

Iowa State University

Although standardized assessments for young children have been criticized, little empirical evidence exists to support alternative assessment methods. Forty children under 3 years of age referred for an early childhood special education evaluation were randomly assigned to either a multidisciplinary, standardized assessment or a transdisciplinary, playbased assessment. Data on parent perceptions, staff perceptions, time factors, functional utility of reports, and parent and staff congruence in judgment-based ratings were evaluated. The play-based assessments took 3 weeks less time to complete than standardized assessments, resulted in favorable parent and staff perceptions, provided useful reports, and had high congruence in developmental ratings. This study provides empirical evidence supporting the social validity of transdisciplinary, play-based assessment methods.

Topics in Early Childhood Special Education, Vol. 16, No. 1, 102-126 (1996)
DOI: 10.1177/027112149601600109
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