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Best Practices in Play Assessment and Intervention

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<strong>Best</strong> <strong>Practices</strong> <strong>in</strong> School Psychology V<br />

psychometrically sound. The results of a play assessment<br />

lead naturally to <strong>in</strong>terventions that can be<br />

implemented <strong>and</strong> monitored by many different <strong>in</strong>dividuals<br />

<strong>in</strong> various sett<strong>in</strong>gs with a m<strong>in</strong>imal amount of<br />

tra<strong>in</strong><strong>in</strong>g. As exemplified <strong>in</strong> the case studies, this method<br />

can be used by parents <strong>and</strong> educators <strong>in</strong> an RTI<br />

framework.<br />

REFERENCES<br />

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238). New Jersey: LEA.<br />

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social <strong>and</strong> treatment ‘‘<strong>in</strong>validity’’ of <strong>in</strong>telligence test<strong>in</strong>g for early<br />

<strong>in</strong>tervention. School Psychology Quarterly, 9, 81–102.<br />

Barnett, D. W., Macmann, G. M., & Carey, K. T. (1992). Early<br />

<strong>in</strong>tervention <strong>and</strong> the assessment of developmental skills: Challenges<br />

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Belsky, J., & Most, R. K. (1981). From exploration to play: A crosssectional<br />

study of <strong>in</strong>fant free play behavior. Developmental Psychology,<br />

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Cherney, I. C., Kelly-Vance, L., Gill-Glover, K., Ruane, A., &<br />

Ryalls, B. O. (2003). The effects of stereotyped toys <strong>and</strong> gender on<br />

play assessment <strong>in</strong> children aged 18–47 months. Educational<br />

Psychology, 23, 95–106.<br />

Drobny, J. M. (2003). The use of play assessment across sett<strong>in</strong>gs for preschool<br />

age children. Unpublished manuscript.<br />

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Elder, J. L., & Pederson, D. R. (1978). Preschool children’s use of<br />

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Fenson, L. (1984). Developmental trends for action <strong>and</strong> speech <strong>in</strong><br />

pretend play. In I. Bretherton (Ed.), Symbolic play: The development of<br />

social underst<strong>and</strong><strong>in</strong>g (pp. 249–270). Orl<strong>and</strong>o, FL: Academic Press.<br />

Fenson, L., & Ramsay, D. S. (1980). Decentration <strong>and</strong> <strong>in</strong>tegration<br />

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exam<strong>in</strong><strong>in</strong>g cognitive, communication, <strong>and</strong> social skills <strong>in</strong> multih<strong>and</strong>icapped<br />

children. Journal of Psychoeducational <strong>Assessment</strong>, 2,<br />

107–118.<br />

F<strong>in</strong>n, D. M., & Fewell, R. R. (1994). The use of play assessment to<br />

exam<strong>in</strong>e the development of communication skills <strong>in</strong> children who<br />

are deaf-bl<strong>in</strong>d. Journal of Visual Impairment & Bl<strong>in</strong>dness, 88(4),<br />

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meet<strong>in</strong>g of the National Association of School Psychologists,<br />

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Fredenberg, M. (2004). The effects of peer <strong>in</strong>teractions on play assessment: Do<br />

peers <strong>in</strong>fluence the cognitive skills observed <strong>in</strong> three-year-old children?<br />

Unpublished manuscript.<br />

Gill-Glover, K., McCasl<strong>in</strong>, L., Kelly-Vance, L., & Ryalls, B. O.<br />

(2001, April). A comparison of play-based assessment <strong>and</strong> the Bayley<br />

Scales of Infant Development-Second Edition with Spanish- <strong>and</strong> Englishspeak<strong>in</strong>g<br />

children. Poster session presented at the annual meet<strong>in</strong>g<br />

of the National Association of School Psychologists, Wash<strong>in</strong>gton,<br />

DC.<br />

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Evaluation System (PIECES) <strong>in</strong> children with autism. Unpublished<br />

manuscript.<br />

Kelly-Vance, L., Gill, K., Ruane, A., Cherney, I., & Ryalls,<br />

B. O. (1999, April). <strong>Play</strong>-based assessment: Apply<strong>in</strong>g a reliable<br />

cod<strong>in</strong>g system. Poster session presented at the annual meet<strong>in</strong>g<br />

of the National Association of School Psychologists, Las Vegas,<br />

NV.<br />

Kelly-Vance, L., Gill, K., Schoneboom, N., Cherney, I., Ryan, C.,<br />

Cunn<strong>in</strong>gham, J., et al. (2000, March). Cod<strong>in</strong>g play-based assessment:<br />

Issues, challenges, <strong>and</strong> recommendations. Poster session presented at the<br />

annual meet<strong>in</strong>g of the National Association of School<br />

Psychologists, New Orleans, LA.<br />

Kelly-Vance, L., Needelman, H., Troia, K., & Ryalls, B. O. (1999).<br />

Early childhood assessment: A comparison of the Bayley Scales of<br />

Infant Development <strong>and</strong> a play-based technique. Developmental<br />

Disabilities Bullet<strong>in</strong>, 27, 1–15.<br />

Kelly-Vance, L., & Ryalls, B. O. (2005). A systematic, reliable<br />

approach to play assessment <strong>in</strong> preschoolers. School Psychology<br />

International, 26, 398–412.<br />

Kelly-Vance, L., Ryalls, B. O., & Gill-Glover, K. (2002). The<br />

use of play assessment to evaluate the cognitive skills of two<strong>and</strong><br />

three-year-old children. School Psychology International, 23,<br />

169–185.<br />

K<strong>in</strong>g, J., McCasl<strong>in</strong>, L., Kelly-Vance, L., & Ryalls, B. O. (2003,<br />

April). Facilitated vs. nonfacilitated play behavior of children. Poster session<br />

presented at the annual meet<strong>in</strong>g of the National Association of<br />

School Psychologists, Toronto, ON.<br />

L<strong>in</strong>der, T. W. (1990). Transdiscipl<strong>in</strong>ary play-based assessment: A<br />

functional approach to work<strong>in</strong>g with young children. Baltimore:<br />

Brookes.<br />

L<strong>in</strong>der, T. W. (1993a). Transdiscipl<strong>in</strong>ary play-based assessment: A<br />

functional approach to work<strong>in</strong>g with young children (2nd ed). Baltimore:<br />

Brookes.<br />

558 Chapter 33, Volume 2

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