TRANSDISCIPLINARY, PLAY-BASED ASSESSMENT IN EARLY-CHILDHOOD SPECIAL-EDUCATION - AN EXAMINATION OF SOCIAL VALIDITY

Although standardized assessments for young children have been critici zed, little empirical evidence exists to support alternative assessmen t methods. Forty children under 3 years of age referred for an early c hildhood special education evaluation were randomly assigned to either a multidisciplinary, standardized assessment or a transdisciplinary, play-based assessment. Data on parent perceptions, staff perceptions, time factors, functional utility of reports, and parent and staff cong ruence in judgment-based ratings were evaluated. The play-based assess ments 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 transdis ciplinary, play-based assessment methods.