Play Assessment as a Procedure for Examining Cognitive, Communication, and Social Skills in Multihandicapped Children

Abstract

This study explores the use of a play assessment procedure for examining the development of cognition, language, and social behaviors. Subjects were 17 multihandicapped children (median age 4-6). Results from an experimental Play Assessment Scale (PAS) were compared to results from multiple measures of cognition, language, and social behavior. All results were highly significant and are discussed in terms of the construct validity of the PAS and of the possible advantage of using a play format to assess skills in difficult-to-test children.