Chapter 3
Partners in Play:
An Infant-Toddler Assessment
for Natural Environments
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Chapter 3 Objectives
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Parameters and components of the PIP?
Preparation activities?
Team member roles?
General guidelines for administration?
Partners and relationship-based care?
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Critical Domains and
Developmental Milestones
• Critical domains reflect specific developmental
areas. Domains are often interrelated and can
influence one another. A delay in one domain may
cause a delay in other domains.
• Developmental milestones are typical behaviors
and skills generally expected at certain ages.
These schedules should remain flexible to allow for
individual variation within normal limits (WNL).
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Primary Developmental Domains
1. Neuromotor skills (NM)
2. Sensory-perceptual skills (SP)
(including adaptive behavior)
3. Cognitive abilities (C)
4. Language and communication skills (L)
5. Social-emotional behaviors (SE)
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Neuromotor Domain
Examples:
• quality of movement and symmetry
• motor milestones such as rolling, sitting,
creeping, pull to standing, and walking
• transitions in and out of positions
• reach, grasp, and release skills with hands
• manipulation of toys and objects
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Sensory Perceptual Domain
Examples:
• ability to use the senses (visual, auditory,
tactile, olfactory, proprioceptive, gustatory, and
vestibular information)
• adaptive behaviors or self-help skills such as
eating, drinking, and dressing
• response to sensory info in environment
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Cognitive Domain
Examples:
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problem-solving skills
functional play with toys and persons
object permanence
cause and effect relationships
social/cognitive games
symbolic play
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Language Domain
Examples:
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vocal play (babbling)
imitation of sounds
vocalized turn taking
vocal play and social games
receptive and expressive language
• early vocabulary
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Social and Emotional Behavior
Examples:
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quality of interactions with familiar persons
emotional stability
attentiveness
attention-gaining behaviors
purposefulness during play
transitions from one activity to another
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Partners in Play (PIP)
Using the Record Forms
A. The Caregiver Record
1. Initial Caregiver Interview
2. Caregiver Report of Child Development
B. Developmental Assessment Record
Forms
1. Unstructured Caregiver-Child Play
2. Unstructured Examiner-Child Play
3. Structured Examiner-Child Play
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Building Relationships with
Family and Child
It is essential to establish rapport with
families and to build a working relationship based on caring and mutual concern.
Examiners must genuinely communicate
their respect for families and truly
appreciate that families know the child
best.
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Building Relationships with
Family and Child (continued)
Look for opportunities for offering positive
feedback to the family about the child’s
strengths and progress to date, especially
during the initial identification and
eligibility process. Your efforts will go a
long way toward building trust, rapport,
and partnerships between the team and
family members.
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Building Relationships with
Family and Child (continued)
Parents are the ultimate authority on
dreams for and knowledge of their child
(author unknown).
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Establishing Rapport
Key Factors for Examiner
• Interview skills
• Listening skills
• Nonverbal communication
• Observation
• Self-reflection
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Interview Strategy
Partner with a team member so that one person
conducts the interview and one person takes
notes. Know the questions beforehand so that
the interview flows like a normal conversation.
Be cognizant of the child so that he/she
becomes comfortable with the team members.
Practice, Practice, Practice!
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Initial Caregiver Interview
Examples:
• child’s name and date of birth
• family composition (primary caregivers;
siblings?)
• demographic family information relevant to child
• review of child’s medical and health history
• current health needs
• service provision to date (if applicable)
• areas of concern?
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Caregiver Report of
Child Development
This interview focuses on the primary caregiver’s
observations of a range of child behaviors during
daily care, family interactions, play, mealtimes,
and other family routines. This sample information
is required by the IFSP and constitutes more than
50 percent of the basis for determining eligibility
for Early Intervention services. Be sensitive to ask
questions that are developmentally appropriate for
the child’s general functional level.
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Unstructured
Caregiver-Child Play
The Unstructured Caregiver-Child Play
session lasts 20 to 30 minutes. The toys
and materials are selected by the primary
caregiver for play prior to the team visit.
Specific administration instructions are not
required, but examiners may offer cues if
the family needs additional guidance.
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Unstructured
Examiner-Child Play
The examiner or facilitator interacts playfully
with the child. It is best if the same person
conducts both the unstructured and structured
play sessions. The activities should flow
naturally and spontaneously. The child’s
interests should guide the examiner. The
format is flexible and allows for variations in
sequencing items and timing events.
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Structured
Examiner-Child Play
There are specific administrative instructions
for each item. The examiner/facilitator carries
out the assessment in the context of play with
a natural flow of interaction. Although the items
are clustered for ease of administration, the
format can be flexible. Often it is best to
introduce just one or two toys at a time to
reduce distractions.
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The Evaluation Process
The evaluation process has three stages:
1. Pre-evaluation planning
2. Evaluation activities
3. Post-assessment activities
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Pre-Evaluation Planning
• Team members review the reason for
referral and any reports from hospitals
or agencies that have had prior contact
with family.
• Team members assign various roles:
– Interviewer, examiner, or play facilitator
– Initial contact with family
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Partnering with Team Members
• Team should represent more than one
discipline to offer a variety of perspectives.
• Team members should have a basic
understanding of the contributions of other
disciplines to allow for role release.
• Team members should collaborate on
reviewing and evaluating the child’s
performance
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Helpful Strategies
for Partnering with Families
• Describe assessment in simple terms to
caregivers. Take caregivers step-by-step.
• Encourage questions throughout process.
• Written explanations can be helpful.
• Cross-reference with family for accuracy.
• Explain and clarify the findings of PIP.
• Discuss early intervention as appropriate to
address child/family needs.
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Thomson Learning Inc. ALL RIGHTS RESERVED.
Evaluation Activities
Post-Assessment Activities
Keep the Goal in Focus …
The ongoing relationship with the child
and family forms the “partnership” for play!
This mutual relationship is the foundation
that supports the child’s growth and
development within natural contexts!
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Thomson Learning Inc. ALL RIGHTS RESERVED.