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張貼: : kk  Published Date: 2016年10月10日 15:20:42 Reads : 434 
第十六屆早療論文發表

發展遲緩兒童學前評估之跨專業團隊遊戲評估介紹-北卡羅來納州早期學習網絡推薦

Introduction to preschool Transdisciplinary Played-Based Assessment (TPBA2)process for children with development delays-North Carolina Early Learning Network recommended practices

 

蕭小菁1*

Sheauj-Jing Hsiao1*

 

1臺大醫院復健部暨早療中心

1Department of Physical Medicine & Rehabilitation and Early Intervention Center, National Taiwan University Hospital


Background and Purpose:North Carolina (NC) is a national leader in early education programs. Successful implementation of home-based parent-involved early intervention visits facilitates children’s early learning turning out the better preparation for preschoolers. Meanwhile, early intervention practitioners work with children and families based on NC Foundations* highly related to school readiness skills & Early Child Outcome**. However, to support the child transit successfully from home to preschool is a critical issue. Here is the recommended practice used in Local Children's Developmental Services Agencies in NC. This article introduces the Transdisciplinary Play-Based Assessment 2nd Edition (TPBA2) and the process used as a team approach for the eligibility assessment for children with developmental delays (DD) turning 3 in NC.

Methods: There are 8 preschool assessment demonstration sites and 5 regional consultants support the preschool assessment centers for TPBA process training and consultation. The TPBA2 is a naturalistic, “authentic” play-based assessment that involves a team of caregivers including family, teachers, and related health professionals. This multidimensional team-based approach gathers information over a variety of contexts and over a variety of cognitive, social and emotional domains. The key for a successful play assessment except for the thoughtful pre-meeting is the play facilitator follows the child’s lead, allow child to explore & play and scaffolds with varying amount of support using developmental toys and materials to elicit child’ s spontaneous play behaviors. Both professional and parental observations are gathered for a complete picture of individual children’s functioning. Te team debriefing is required right after the assessment for the family to review the child‘s performance between settings. The teams relate the family smoothly to talk about routine-based suggestions for the child.

Results: The TPBA teams focus on the child's strengths and needs and discuss with the family during the process. Parents reported higher levels of satisfaction with the TPBA assessment session comparing to traditional approaches. The teams use developmental guidelines and age referencing to interpret observations and determine age levels which show the child’s highest skill mastered, emerging skills and any developmental concerns and suggest for eligibility. The assessment information also serves as a basis for creating IFSP or IEP and will be integrated to ECO for the child.

Conclusions: The aim for assess children with DD for eligibility to preschool shall focus on the strength of the children, disclose with what and how to help children learn through preschools. Besides a snapshot from a standardize instrument for the child, TPBA2 provides an effective assessment process and teaming to better understanding of the child and family’s functional picture in a naturally setting. TPBA2 also provides what matters for assessing a child and how to support him/her at home and preschool.

 

*North Carolina Foundations for early learning and development- it is a shared vision for helping children learn before kindergarten.

**Early Child Outcome: it is a state-wide agreement in US that serves as a framework or a lens for child functioning.

 

關鍵字:assessment, transdisciplinary teaming, early intervention

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