|
Affiliation
|
S.C. Dusing, PT, PhD, PCS, Motor Development Laboratory, Department of Physical Therapy, Virginia Commonwealth University, and Department of Pediatrics, Children's Hospital of Richmond, Virginia Commonwealth University, PO Box 980224, Richmond, VA 23298-0224 (USA). |
|
Abstract
|
BACKGROUND: Play is vital for development. Infants and children learn through play. Traditional standardized developmental tests measure if a child performs individual skills within controlled environments. Play-based assessments can measure skill performance during natural, child-driven play.
PURPOSE: The purpose of this study was to systematically review reliability, validity, and responsiveness of all play-based assessments which quantify motor and/or cognitive skills in children birth to 36 months of age. DATA SOURCES: Studies were identified from a literature search using PubMed, ERIC, CINAHL, and PsycInfo databases, and the reference lists of included papers. STUDY SELECTION: Included studies investigated reliability, validity, or responsiveness of play-based assessments that measured motor and/or cognitive skills for children to 36 months. DATA EXTRACTION: Two reviewers independently screened 40 studies for eligibility and inclusion. Reviewers independently extracted reliability, validity, and responsiveness data. They examined measurement properties and methodological quality of included studies. DATA SYNTHESIS: Four current play-based assessment tools were identified in 8 included studies. Each measured motor and/or cognitive skills in a different way during play. Inter-rater reliability correlations ranged from 0.86-0.98 for motor development and 0.23-0.90 for cognitive development. Test-retest reliability correlations ranged from 0.88-0.95 for motor and 0.45-0.91 for cognitive. Structural validity correlations ranged from 0.62-0.90 for motor and 0.42-0.93 for cognitive. One study assessed responsiveness to change in motor development. LIMITATIONS: Most studies had small and poorly-described samples. Lack of transparency in data management and statistical analysis was common.
CONCLUSIONS: Play-based assessments have potential to be reliable and valid tools to assess cognitive and motor skills, but higher quality research is needed. Psychometric properties should be considered for each play-based assessment before it is used in clinical and research practice.
Language: en |