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NAME:
BIRTHDATE:
TRANSDISCIPLINARY EVALUATION REPORT
Name: / Parents:Date of Birth:
Age at Evaluation: / Address:
Date of Evaluation: / Phone Number:
Base School: / Evaluation Site:
Assessment Team Members:
REASON FOR REFERRAL:
SOCIAL/DEVELOPMENTAL HISTORY:
PREVIOUS EVALUATION RESULTS:
ASSESSMENT INSTRUMENTS/PROCEDURES:
Instrument/Procedure / Agency / Date(s)Parent Conference
Social and Developmental History Questionnaire
Observations
Transdisciplinary Play-Based Assessment (TPBA-2)
Cognitive Development
Conceptual Development
Emotional and Social Development
Communication Development
Sensorimotor Development
Daily Routines Rating Form
All About Me Questionnaire
Vision and Hearing Screenings
Health Screening
BEHAVIORAL/DEVELOPMENTAL OBSERVATIONS:
EVALUATION RESULTS AND INTERPRETATION
Transdisciplinary Play-Based Assessment – Second Edition (TPBA2) is a multi-dimensional assessment that integrates information from families, teachers, and childcare providers with professionals’ observations. This model uses a play-based format with a facilitator guiding play activities with the child as other professionals observe. Afterward, all members of the team share and discuss information to develop a comprehensive picture of the child’s strengths and needs. The domains considered include sensorimotor, social-emotional, communication, conceptual, and cognition. For each subdomain, age ranges are reported that most closely matches *N*’s performance. Standardized assessment instruments may also be used to obtain additional information as needed
Assessment of Cognitive Development:
The development of cognition is closely related to the development of the sensorimotor, language and communication, and emotional and social areas. This domain examines what *N*’s play tells us about the level of his/her conceptual and procedural knowledge. Specific examination of the cognitive processes and strategies used during play can inform our understanding of *N*’s ability to learn about the physical, social, and pre-academic world. The cognitive domain in TPBA-2 concentrates on the subcategories of attention, memory, problem solving, social cognition, and complexity of play.
Subcategory / DescriptionAttention / Refers to the ability to select stimuli, focus on the stimuli, sustain concentration, shift focus, share attention, divide attention, modulate the intensity of attention and ignore distractions.
Memory / Refers to the ability to imitate or recall concepts after short- or long-term delays; remember procedures associated with routines or skills; reconstruct complex pictures, events, or stories in either general or detailed format; and the time it takes to remember concepts and actions.
Problem Solving / Refers to the ability to understand causal relationships (cause and effect), to independently organize and sequence thoughts and actions toward a goals in a timely process, to monitor progress, to make modifications as needed, and to generalize what is learned to new situations. Attention, memory, and problem-solving skills are intricately intertwined, with problems in attention and memory having a direct impact on problem-solving skills.
Social Cognition / Refers to the ability to infer social causes from consequences, to understand the thinking and intentions of others, and to differentiate intention from accident. This is essential for the development of pretend play, joint planning and negotiation, and higher level thinking including making moral judgments.
Complexity of Play / Refers to one’s flexibility and originality within various types of play, including, interpersonal play, exploratory/sensorimotor play, functional/relational play, constructive play, dramatic play, games-with-rules play, and rough-and-tumble play.
Observation Summary:
Cognitive DevelopmentHighest Skills Mastered / Next Steps
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Assessment of Educational/Conceptual Development:
*N*’s pre-academic readiness skills and conceptual development were evaluated using Transdisciplinary Play-Based Assessment (TPBA-2). The TPBA-2 process involves assessing the child in an informal play setting that contains manipulatives, representational toys, tactile and art materials, construction playthings, and gross motor equipment.
Subcategory / Description / Age LevelEmergent Math and Science / Conceptual knowledge in the area of math and science includes a child’s ability to categorize and classify – that is, organize information into meaningful groupings. *N* was observed for his/her ability to combine objects, match objects, combine pieces into a whole, sort objects, and classify objects. Also included in this subdomain is assessment of *N*’s understanding of quantity and sequencing including how he/she understands and uses numbers.
Emerging Literacy / Emergent literacy is actually a developmental continuum of a child’s increasing awareness of print and understanding of the components and functional of literacy. Language and literacy are developmentally intertwined and grow from social interactions with others. Children develop an interest in reading through interactions with others around books and environmental print, and their language development is enhanced as they listen to and participate in the vocabulary, rhymes, and rhythms of reading.
Observation Summary:
Conceptual/Educational DevelopmentHighest Skills Mastered / Next Steps
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Assessment of Emotional and Social Development:
Emotional development and social behaviors are critical to children’s overall functioning. Delays or deficits of emotional functioning can have a negative impact on other areas of development. Areas addressed in the emotional and social domain include emotional expression, emotional style/adaptability, regulation of emotions and arousal states, behavioral regulation, sense of self, emotional themes in play, and social interactions.
Subcategory / DescriptionEmotional Expression / Refers to the communication of reactions, feelings, or intentions to others through facial patterns, muscle tension, body posture and position of extremities, movements, gestures, and words. Includes overall disposition or mood.
Emotional Style/Adaptability / *N*’s typical affective response to different situations including: (1) approach or withdrawal to new situations or stimuli and (2) adaptability to change
Regulation of Emotions & Arousal States / Refers to the ability to regulate physiological states of awareness (sleeping, crying, etc.) and control emotional reactions to both internal and external stimuli, including being able to self-calm and inhibit impulsive actions and emotions.
Behavioral Regulation / Refers to the ability to control impulses, monitor one’s actions and interactions, and respond within the parameters of culturally accepted behavior, including compliance with adult request, self-control over behaviors perceived as wrong, and use of social conventions.
Sense of Self / Assesses one’s understanding of him/herself as a separate person capable of having an effect on his/her environment, including the desire to accomplish goals to be independent and competent.
Emotional Themes in Play / Refers to the expression of inner feelings, including worries, fears, and traumas through the actions of play – especially through the dramatic representations of self or dolls.
Social Interactions / Assesses the ability to attend to social aspects of play, to read cues, to interpret and communicate social information, to get along with others, and to avoid negativity and conflict with others within isolated, parallel, associative, cooperative or complementary roles in play interactions.
Observation Summary:
Emotional and Social DevelopmentHighest Skills Mastered / Next Steps
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Assessment of Adaptive Behavior Development:
Adaptive behavior skills are considered to be indices of an individual's ability to independently perform activities, skills, and tasks which are necessary to function on a daily basis. The emphasis of adaptive behavior is, however, not focused on academically-oriented tasks; rather, focus is on self-help, general communication, general motor development, self-direction, social skills, and coping skills. Mastery of these skills at an age-appropriate level allows an individual to independently perform and conform with developmentally and culturally-appropriate expectations. *N*’s adaptive behavior skills were assessed directly during the TPBA2 session. Additional information regarding *N*’s adaptive behavior functioning was obtained through parent interview and report.
Subcategory / Description / Age LevelSensorimotor Contributions to Daily Life and Self-Care / This subdomain includes assessment of self-care skills including feeding and clothing management skills that contribute to daily life activity.
Observation Summary:
Sensorimotor Contributions to Daily Life and Self-CareHighest Skills Mastered / Next Steps
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To provide additional information about *N*’s adaptive behavior development, *N*’s * completed the All About Me Questionnaire and Daily Routines Rating Form.
Assessment of Sensorimotor Development:
The sensorimotor domain in Transdisciplinary Play-Based Assessment - 2 (TPBA2) examines the status of the child’s motor skills and some underlying functions that support movement (i.e. posture, muscle tone). Specifically, this domain examines the following subcategories: functions underlying movement, gross motor activity, arm and hand use, motor planning and coordination, and modulation of sensation and its relationship to emotion, activity level and attention. Motor planning and coordination and modulation of sensation and its relationship to emotion, activity level and attention are not included in the age tables. These subcategories help with qualitative observations but are not related to a child’s age level.
Subcategory / Description / Age LevelFunctions Underlying Movement / While watching a child play, the therapist observes skilled movements defined by the context in which they occur, as well as functions that underlie those movements. Two important interrelated functions thought to set the stage for, or interfere with movement are posture and muscle tone.
Gross Motor Activity / Gross motor actions are those involving big movements and large muscles. They involve several body parts working together to move the body through space and receive or propel large objects. For example, running is a gross motor activity, as is throwing. The motions are large and employ both the trunk and extremities.
Arm and Hand Use / Using our arms and hands, we act on objects directly: reaching, grasping, manipulating, poking and exploring. We also operate tools that give our manipulations greater precision or force. In this area, the therapist examines the child’s overall arm and hand use. They are also looking for overall control of the upper body and the use of basic grasp and pinch patterns in manipulating a variety of large and small objects and materials in a functional manner (e.g. toys, clothing and environmental devices).
Observation Summary:
Sensorimotor DevelopmentHighest Skills Mastered / Next Steps
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Assessment of Communication Development:
Communication is the process of transmitting ideas, information, and feelings, which may be accomplished through many modalities including eye contact; facial expressions; gestures; body posture; augmentative and alternative communication; and written, signed or spoken language. Difficulties in the area of communication can affect a child’s long-term ability to interact effectively and actively with other people and to learn. The emphasis in TPBA-2 is to analyze the child’s total communication system, including content, method, attitudes and emotions, gestures, body posture and movement, and physical distance as well as quality, quantity and effectiveness of communication. Areas addressed in this domain include language comprehension, language production, pragmatics, articulation and phonology, voice and fluency, oral mechanism, and hearing.
Subcategory / Description / Age LevelLanguage Comprehension / Language comprehension is the child’s ability to understand and respond to language including vocabulary, questions, grammatical structures, and requests.
Language Production / This subcategory describes the child’s ability to use language in any modality (e.g., through words, signs, pictures, etc.) to express thoughts and feelings, relate events, and to ask and answer questions.
Pragmatics / Pragmatics describes a child’s ability to use intentional nonverbal and verbal communication for different purposes in different social contexts, including sharing joint attention, initiating and responding to language, using greetings, taking turns, maintaining a topic, exchanging and clarifying information, and telling stories.
Articulation/Phonology / Articulation describes the child’s ability to produce the speech sounds (articulation) to form meaningful utterances. Phonology refers to looking at the way a young child’s speech sound patterns interact to form understandable speech.
Observation Summary:
Speech and Language SkillsHighest Skills Mastered / Next Steps
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SUMMARY OF ASSESSMENT RESULTS:
RECOMMENDATIONS: