FOR MORE, go to https://bit.

ly/Linder-TPBI2

Transdisciplinary
Play-Based
Intervention

Guidelines for Developing a

Meaningful Curriculum
for Young Children

Toni Linder, Ed.D.

Professor
Morgridge College of Education
University of Denver
Colorado

with invited contributors

Baltimore • London • Sydney

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Other products available in the system include:

• Transdisciplinary Play-Based Assessment, Second Edition (TPBA2),

by Toni Linder, Ed.D., with invited contributors
• Administration Guide for TPBA2 & TPBI2, by Toni Linder, Ed.D.,
with invited contributors
• TPBA2 & TPBI2 Forms, by Toni Linder, Ed.D.
a shrink-wrapped package of 5 complete tablets, each including key forms
for TPBA2 and TPBI2
• TPBA2 & TPBI2 Forms CD-ROM, by Toni Linder, Ed.D.
a CD-ROM of printable forms for TPBA2 and TPBI2
• Observing Kassandra: A Transdisciplinary Play-Based Assessment of a Child
with Severe Disabilities, Revised Edition, produced and written
by Toni Linder, Ed.D.
a 50-minute DVD with workbook and forms tablet
• Read, Play, and Learn!®: Storybook Activities for Young Children,
by Toni Linder, Ed.D., with invited contributors
a transdisciplinary play-based curriculum that includes a Teacher’s Guide and
individual manuals of lesson plans based on popular children’s storybooks,
packaged in modules of 8

Visit www.readplaylearn.com for excerpts, sample materials, and more informa-

tion about Read, Play, and Learn!®
To order, contact Paul H. Brookes Publishing Co.:
by phone: 800-638-3775
410-337-9580 (outside the U.S.A.)
by fax: 410-337-8539
by web: www.brookespublishing.com
by mail: P.O. Box 10624 Baltimore, MD 21285-0624, U.S.A.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Paul H. Brookes Publishing Co.

Post Office Box 10624
Baltimore, Maryland 21285-0624
www.brookespublishing.com

Copyright © 2008 by Paul H. Brookes Publishing Co., Inc.

All rights reserved.

“Paul H. Brookes Publishing Co.” is a registered trademark

of Paul H. Brookes Publishing Co., Inc.

is a trademark of Paul H. Brookes Publishing Co., Inc.

Typeset by Integrated Publishing Solutions, Grand Rapids, Michigan.

Manufactured in the United States of America by Sheridan Books, Inc., Chelsea, Michigan.

For companion products to Transdisciplinary Play-Based Intervention, Second Edition (TPBI2),

including Transdisciplinary Play-Based Assessment, Second Edition (TPBA2); Administration Guide for
TPBA2 & TPBI2; Observing Kassandra (DVD, workbook, and forms tablet); TPBA2 & TPBI2 Forms
(tablets and CD-ROM); and Read, Play, and Learn!® (the Transdisciplinary Play-Based Curriculum),
see p. ii. Visit www.brookespublishing.com and www.readplaylearn.com for more information.

This volume contains activities and suggestions that should be used in the classroom or other
environments only when children are receiving proper supervision. It is the teacher’s or the
caregiver’s responsibility to provide a safe, secure environment for all children and to know
each child’s individual circumstances (e.g., allergies to food or other substances, medical needs).
The authors and publisher disclaim any liability arising directly or indirectly from the use
of this book.

Purchasers of Transdisciplinary Play-Based Intervention, Second Edition are granted permission to

photocopy the blank forms in the course of their agency’s service provision to families. None of
the blank forms may be reproduced to generate revenue for any program or individual. Photo-
copies may only be made from an original book or CD-ROM and are permitted for single site use
only. Unauthorized use beyond this privilege is prosecutable under federal law. You will see the copyright
protection notice at the bottom of each photocopiable page.

Library of Congress Cataloging-in-Publication Data

Linder, Toni, 1946–
Transdisciplinary play-based intervention / by Toni Linder ; with invited contributors. – 2nd ed.
p. cm.
Includes index.
ISBN-13: 978-1-55766-872-1 (spiral bound)
ISBN-10: 1-55766-872-8
1. Transdisciplinary Play-Based Intervention. I. Title.
RJ53.T7L65 2008
618.92–dc22 2007032715
British Library Cataloguing in Publication data are available from the British Library.

2012 2011 2010 2009 2008

10 9 8 7 6 5 4 3 2 1

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Contents

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

1 A Review of Transdisciplinary Play-Based Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Planning Considerations for TPBI2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3 Facilitating Sensorimotor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

I Strategies for Improving Functions Underlying Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

with Anita C. Bundy
II Strategies for Improving Gross Motor Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
III Strategies for Improving Arm and Hand Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
with Susan Dwinal and Anita C. Bundy
IV Strategies for Improving Motor Planning and Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
with Anita C. Bundy
V Strategies for Improving Modulation of Sensation and
Its Relationship to Emotion, Activity Level, and Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
with Anita C. Bundy
VI Strategies for Improving Sensorimotor Contributions to
Daily Life and Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
with Anita C. Bundy
4 Strategies for Working with Children with Visual Impairments . . . . . . . . . . . . . . . . . . 163
Tanni L. Anthony
5 Facilitating Emotional and Social Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

I Strategies for Improving Emotional Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

II Strategies for Improving Emotional Style/Adaptability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
III Strategies for Improving Regulation of Emotions and Arousal States . . . . . . . . . . . . . . . . . . . . 219
IV Strategies for Improving Behavioral Regulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
V Strategies for Improving Sense of Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
VI Strategies for Improving Emotional Themes in Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

vi Contents

VII Strategies for Improving Social Interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313

6 Facilitating Communication Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

I Strategies for Improving Language Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

II Strategies for Improving Language Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
with Natasha Hall
III Strategies for Improving Pragmatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
IV Strategies for Improving Articulation and Phonology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
V Strategies for Improving Voice and Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
with Renee Charlifue-Smith
VI Strategies for Improving the Function of the
Oral Mechanism for Speech Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
VII Strategies for Improving Hearing and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
with Jan Christian Hafer
7 Facilitating Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481

I Strategies for Improving Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481

II Strategies for Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
III Strategies for Improving Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519
IV Strategies for Improving Social Cognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
V Strategies for Improving Complexity of Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557
VI Strategies for Improving Conceptual Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577
8 Strategies for Supporting Emerging Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
with Forrest Hancock
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

About the Authors

Toni Linder, Ed.D., Professor, Child, Family, and School Psychology Program, Morg-
ridge College of Education, University of Denver, University Park, Denver, Colorado
20208
Dr. Toni Linder has been a professor in the Child, Family, and School Psychology pro-
gram in the Morgridge College of Education since 1976. Dr. Linder has been a leader in
the development of authentic assessment for young children and is nationally and in-
ternationally known for her work on Transdisciplinary Play-Based Assessment and Trans-
disciplinary Play-Based Intervention. In addition, she developed Read, Play, and Learn!®
Storybook Activities for Young Children: The Transdisciplinary Play-Based Curriculum (1999),
an inclusive literature- and play-based curriculum for preschool and kindergarten
learning and development. Dr. Linder also is the Director of the Play and Learning As-
sessment for the Young (PLAY) Clinic at the University of Denver, where professional
and student teams conduct transdisciplinary play-based assessments for young children
and their families. Dr. Linder consults widely on assessment, intervention, early child-
hood education, and family involvement issues. She has conducted research on a vari-
ety of topics, including transdisciplinary influences on development, parent–child
interaction, curriculum outcomes, and the use of technology for professional develop-
ment in rural areas.

Tanni L. Anthony, Ph.D., Supervisor and State Consultant on Visual Impairment; Di-
rector, Colorado Services for Children with Combined Vision and Hearing Loss Project,
Colorado Department of Education, 201 East Colfax Avenue, Denver, Colorado 80203
Dr. Anthony serves as a state consultant in visual impairment for the Colorado Depart-
ment of Education. She also serves as the Director of the Colorado Services for Chil-
dren for Children with Combined Vision and Hearing Loss Project. She is a nationally
recognized trainer and author on topics specific to young children with visual impair-
ment or deafblindness. Dr. Anthony has consulted internationally on program design of
early intervention services for children with visual impairment and their families. She
has worked on federal projects to design training materials for both preservice and in-
service courses for personnel working with young children with sensory loss. Dr. Anthony

vii

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

viii About the Authors

received her Ed.S. degree from the University of Northern Colorado and her doctorate
from the University of Denver in Child and Family Studies and Interdisciplinary Lead-
ership.

Anita C. Bundy, Sc.D., OTR, FAOTA, Professor, Occupational Therapy, Faculty of

Health Sciences, University of Sydney, P.O. Box 170, Sydney, New South Wales, Aus-
tralia 2041

Professor Bundy’s professional training is as an occupational therapist. She has taught

and practiced in pediatrics for more than 30 years. Her research emphasizes children’s
play including the use of play to promote physical activity, mental health, and parent–
child interactions. She is the author of two assessments related to play, the Test of Play-
fulness, which examines children’s approach to play, and the Test of Environmental Sup-
portiveness, which examines the contributions of caregivers, playmates, space, and ob-
jects to play. She also is the primary editor for Sensory Integration: Theory and Practice
(2nd ed.), published by F.A. Davis, and is the author of several chapters in that book.

Renee Charlifue-Smith, M.A., CCC-SLP, Senior Instructor, Speech-Language

Pathologist, JFK Partners, Department of Pediatrics, University of Colorado School of
Medicine, 4900 East 9th Avenue, Denver, Colorado 80262

Renee Charlifue-Smith is a faculty member in the Department of Pediatrics at the Uni-

versity of Colorado School of Medicine. She is Director of the Speech-Language Pathol-
ogy Department and is the coordinator of the ENRICH Early Intervention Team at JFK
Partners. She has been a speech-language pathology consultant on a variety of feder-
ally funded demonstration, research, and training projects. Her special interests include
early intervention, autism spectrum disorders, and motor speech disorders.

Susan Dwinal, OTR, Occupational Therapist, 420 High Parkway, Golden, Colorado
80403

Ms. Dwinal earned her Bachelor’s degree in occupational therapy from the University
of New Hampshire in 2000. She completed a fellowship in occupational therapy
through JFK Partners in Denver, Colorado, which involved working as part of the
Autism and Developmental Disabilities Clinic team and as a member of the ENRICH
(Enrichment Using Natural Resources in the Community and Home) team. Susan has
worked in a variety of pediatric settings with children and families in their homes,
schools, and communities. She has worked with Dr. Toni Linder as an occupational
therapist for the PLAY Clinic at the University of Denver and was also a part of Dr. Lin-
der’s rural-based Transdisciplinary Play-Based Assessment training team.

Jan Christian Hafer, Ed.D., Professor, Department of Education, Galludet University,

800 Florida Avenue NW, Washington, D.C. 20002

Jan Christian Hafer specializes in family-centered early education in the Department of

Education at Gallaudet University, Washington, DC. Her scholarly interests include
play, assessment of young deaf and hard-of-hearing children, and signing with hearing
populations.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

About the Authors ix

Natasha Hall, M.S., CCC-SLP, Speech-Language Pathologist, 181 Oneida Street,

Denver, Colorado 80220
Ms. Hall earned her bachelor’s degree from the University of New Mexico in speech
and hearing sciences and her master’s degree from the University of Nebraska–Lincoln
in speech-language pathology. She is a speech-language pathologist specializing in
early childhood for the Cherry Creek School District in Greenwood Village, Colorado.
Natasha worked for 4 years at Presbyterian/St. Luke’s Medical Center in Denver, Col-
orado, where she focused primarily on pediatrics. She works at the University of Den-
ver as the primary speech-language consultant for Dr. Linder’s rural-based Transdisci-
plinary Play-Based Assessment training team. Natasha’s career expertise is in the areas
of early intervention practices and developmental assessment.

Forrest Hancock, Ph.D., Early Childhood Consultant, 2305 Pebble Beach Drive,
Austin, Texas 78747
Dr. Hancock is an early childhood consultant in the Central Texas area. She has been
an educator in general and special education for 40 years, and her experience has
spanned teaching students and practitioners from the elementary to university levels.
Dr. Hancock earned her master’s degree in language and learning disabilities at Texas
State University and her doctorate in early childhood special education from The Uni-
versity of Texas at Austin where she later taught graduate courses in early language de-
velopment. She develops and presents professional development trainings for pre-
school educators and administrators, early intervention service coordinators, and early
intervention specialists, and she supports first-year special education teachers seeking
certification.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

1
A Review of
Transdisciplinary
Play-Based Intervention

In Transdisciplinary Play-Based Assessment, Second Edition (TPBA2), a vignette was pre-

sented that illustrated the traditional and TPBA approaches from the child’s point of
view. In the following vignette, the difference between traditional intervention and
transdisciplinary play-based intervention (TPBI2) is presented from the child’s point of
view. Because intervention at home and at school or child care may look very different,
both situations are exemplified. Note that the role of the child, the therapist, and par-
ent or teacher is similar in both settings, but very different depending on the approach.

TRADITIONAL INTERVENTION AT HOME

Imagine yourself as a 21⁄2-year-old boy with cerebral palsy and overall developmental
delays. You are sitting on your Mommy’s lap looking at pictures in a book when the
doorbell rings. Mommy puts you down on the floor and goes to answer the door. She
smiles and tells Rosa to come in. Rosa brings in her bag of toys and you smile at her too.
You know what is in that bag. Rosa has fun toys! You crawl over to the bag and try to
get into it. Rosa and Mommy are talking about you and what you have been doing all
week. You start pulling out Rosa’s toys, looking for the one that has lights and makes
noises. Oh, here it is! You start banging on it, trying to make it go. Rosa pushes the but-
ton for you. Mommy sits in her chair and watches you play with Rosa. Rosa takes out
another toy, the one with rings you put on a stick. This is not your favorite toy. It is
hard. So you go back to the first toy and bang on it some more. Rosa gets the “dough-
nuts” again and helps you put them on the stick. Rosa then gets out markers and paper
and puts them on the coffee table. She tries to get you to stand up and come play with
the markers. She helps you stand and hands you the marker. You bang the marker on
the paper a couple of times and then sit down. Standing up is hard and writing is not
fun. You crawl over to Mommy so she will pick you up, but instead, Mommy says, “I’ll
let you two play for a while. I need to clean up the kitchen while you guys are busy.”
Mommy leaves the room. You try to follow her, but Rosa pulls you back and hands you
another toy. Okay. Playing is fun. You stay in the living room and play on the floor

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

2 Linder

until Rosa packs up her toys to leave. Mommy comes back and tells her, “See you in a
couple of weeks.” Rosa says, “Maya will be out next week to work on some of his
motor issues.” I’m not nuts about Maya. She makes me do hard things.

TRANSDISCIPLINARY PLAY-BASED INTERVENTION

You are sitting on your Mommy’s lap looking at pictures in a book when the doorbell
rings. Mommy puts you down on the floor and goes to answer the door. She smiles and
tells Rachel to come in. Rachel talks to me and plays with me with my favorite pop-up
toy, while she asks Mommy about our week and what was fun and what was hard.
Mommy says she is having trouble getting her work done at home, because I need at-
tention and lots of help. It’s true. I like my Mommy to spend time with me! Rachel asks
what Mommy would like to be doing right now, and she says, “I really need to be
cleaning up the kitchen from breakfast and lunch. It’s one o’clock, and I can’t seem to
get time to do what I need to do. It’s better on the days that he goes to child care. I get
a little time to myself.” Rachel says, “Then let’s go into the kitchen and look at how
Sam can help out and learn some new skills!” We all go into the kitchen, which
(Mommy is right) is a mess! Rachel says, “Let’s see. We want him to be motivated to
stand independently, to be able to use two hands together, to learn some useful new
words, and to entertain himself independently. Right?” “Especially, that last one!” my
Mommy laughs. “Okay. Let’s think about this for a minute,” Rachel says. “What in this
room does Sam like?” Mommy laughs, “Aside from food? He loves water.” (She’s right
about that!) “He likes getting into my cupboards and pulling things out!” (She’s also
right about that!) Rachel says, “Let’s let him help with washing dishes.” Rachel looks
around then goes into the living room, comes back with my little plastic table and cube
chair, and puts the table up against the wall. “This way,” she says, “the table is stabi-
lized and Sam can pull up on it without pushing it away. Do you have a plastic tub or
pot we can put some water in?” I crawl over to see what Mommy is doing in the cup-
board, and I see lots of fun pots and pans. “Let’s let him pick one,” Rachel says. “That
lets him make choices and be independent.” “Sam, get a pan out.” No problem there. I
pull out a big one in front. Rachel says, “How about some spoons and stuff like that?”
Mommy opens a drawer and I pull up to stand and look inside. “Great!” Rachel says,
“He wants to see in the drawer. That’s a great way to motivate him to pull to stand!”
Mommy lets me pull out a few things and throw them on the floor, then she shuts the
drawer. Rachel puts water in the pan, shows me, and takes it to my little table. “Wa-
wa!” I shout and crawl to the table. “Yes, Sam. It’s water. Come help Mommy clean the
dishes.” I pull up and reach for the water. Rachel moves the chair so I can sit down by
myself. Mommy brings over the stuff I threw on the floor and puts them in the pot of
water. I reach in and get a spoon and start playing. Rachel asks Mommy for a sponge
and then shows me how to squeeze the sponge. It’s hard, but I like watching the water
come out. She shows me how to wipe the spoon. Hey, this cleaning is fun!
Rachel says, “Okay. Now that he’s cleaning, we can start.” Mommy and Rachel go
to the sink and Mom puts water in the sink and starts to wash her dishes. Rachel tells
her about how to “model” for me, says, “Sam, spoon,” when we are washing spoons,
and tells Mommy to give me something new to wash when I get bored. I’m not bored,
though. I love playing in the water. Mommy keeps showing me what she is washing,
then tells me it’s my turn to wash. I show her how to squeeze the sponge. Mommy
says, “Great, Sam. You are such a big helper.” I really am! Mommy and Rachel and I
are talking while Mommy and I are washing dishes. When we are all done, Mommy
lets me use my sponge to clean up my “mess.” Mommy laughs and tells Rachel that
maybe she’ll have me help put the clothes in the washer and dryer too. Rachel says
that that is a terrific idea, because if the laundry basket is on the floor, I will need to

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

A Review of TPBI 3

get up and down to take out each piece and then put it in the dryer, and I’ll need to
use two hands on the bigger pieces. I like taking things out and putting them in. I
think we should do that now. I say, “out” and Mommy and Rachel look at each other,
smile, and nod. Mommy says, “I never thought about how a ‘chore’ for me is play for
him. But, this gives me all kinds of ideas about how we can do things together that
will help both of us!”

TRADITIONAL INTERVENTION IN CHILD CARE AND EARLY EDUCATION

I am sitting with my friend, listening to my teacher read a book, when Miss Mary
comes in to get me. She tells my teacher she’ll bring me back in time for snack. Good. I
like snack, but I’d like to have heard the end of the story before we left. She carries me
to her office where she has a little table and chairs. She has a doll and some cars on the
table, so that looks like fun. I sit in the chair and Miss Mary asks me to show her the
baby’s mouth, eyes, and nose. I point to them. “What is this?” she asks and points to
the baby’s head. I tell her it’s “har.” I don’t know why we are pointing to these things.
Can’t we just play with them? I start pushing the cars around and making noises like
my daddy’s car. She hold up a car and says, “C-A-R. Say ‘car,’ Sam.” I try to imitate her.
Then I go back to pushing the car and making car noises. Miss Mary gets out a book
and starts to show me pictures in the book. She asks me what the pictures are. Doesn’t
she know? After the book, Miss Mary takes me back to my class and tells me she’ll see
me next week. Good. I’m back in time for snack!

TRANSDISCIPLINARY PLAY-BASED
INTERVENTION IN CHILD CARE AND EARLY EDUCATION
Mr. Bob comes in before story time and talks to my teacher. I am sitting in my cube
chair, ’cause Mr. Bob told me and my teacher that I will be able to sit better, talk better,
and pay better attention in my cube chair. I think he is right. We used to all sit on car-
pet squares, and I had to work so hard to sit up I couldn’t pay attention to the story or
talk to the teacher! Other kids have cube chairs too, and some sit on the floor or on a
special cushion. Mr. Bob brought my book for me to look at while we are listening. Mr.
Bob made my book for me. It has just has three pages and they are thick pages, so I can
turn them myself. This book helps me see what the teacher is talking about. We all take
turns helping the teacher tell the story. Sometimes, when it is my turn to tell the story,
I get to use Mr. Bob’s talking book. My teacher holds up her book, and I push the but-
tons on my talking book, and the book tells the story. I try to talk as much as I can. I tell
my friends what I want them to shout out, like what the cow says. I like being the
teacher. We do the same story every day for many days and pretty soon I know a lot of
the words in the story and can tell other people what I know.
Mr. Bob stays after story time. That’s when we all have choices about what we
want to do. Mr. Bob helps us tell the teacher what we want to do, and then he goes
around and helps some of us. He likes to help us talk to our friends and say what we’re
doing. Sometimes he uses sign language or pictures. My friend Alison has a machine
that Mr. Bob helps her use. When she pushes on part of it, the machine talks for her! It
is really cool. Mr. Bob is teaching my teacher (how neat is that!) how to make it talk.
Sometimes Mr. Bob brings in his friends. He calls them part of his “team” to teach him
what to do. There is a lot of teaching going on in this classroom!
Now it is snack time, and Mr. Bob is eating with us today. He says he is going to eat
his cracker and cheese in his ear! I shout, “Mouth!” Mr. Bob says, “Stop, Bob!” He
laughs, tells me ‘thank you,’ and eats it with his mouth. Good thing I told him what to
do. Then he said he is going to listen to me with his nose. I laugh. Mr. Bob is so funny.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

4 Linder

Marisa tells him, “Stop, Bob!” He stops and looks at her. She points to her ear. “Ear,
Bob.” I say it too. “Ear, Bob!” My teacher asks me if I want to smell the cheese and
holds the cheese to my eye. Everybody laughs, and says, “Stop, Ana!” My teacher says,
“Where should I hold the cheese?” Everyone shouts, “His nose!” “Nose!” I yell too. She
holds it up to my nose and I smell it. It’s fun to tell the teacher what to do!

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

2
Planning
Considerations for TPBI2

The purpose of Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) is to present

a process for planning, implementing, and evaluating intervention for children from
birth to 6 years of age who need supports to enhance their development. Within TPBI,
the intent is to provide a structure for that process, a framework for conceptualizing
intervention strategies, and a means for monitoring and evaluating the effectiveness of
the strategies selected.

TEAM MEMBERS
Team members in TPBI, whether the same or different from the TPBA team, work to-
gether to support the family members, care providers, and early educators who interact
with the child daily. During the postassessment planning phase, the team members lis-
ten to family members and, along with them, provide input as to what the child’s needs
are, what services would best meet those needs, and what form intervention should
take. Either during the postassessment planning time or during a preintervention plan-
ning phase, the team moves from talk of services to a plan for implementing actual
strategies. During the preintervention planning phase, the whole team, or possibly a
couple of representatives of the team if TPBA was done in the home, meet with pri-
mary caregivers and teachers to talk about the specifics of what outcomes are desired,
what functional objectives will guide intervention, and what strategies can be used
across the day to support development and learning. For children in school, separate
planning meetings may be held with parents and teachers, although this is not recom-
mended because all caregivers need to be on the same page, even if issues at home and
school are different. The team members help the primary caregivers think about possi-
ble outcomes and help them identify times of the day, activities, or events for which
they either need intervention ideas or identify times when their positive interactions
with their child are ripe for interventions to be introduced. This is a brainstorming
time, and parents and teachers may agree or disagree with ideas presented, talk about
what has already been tried, reveal personal struggles, and/or share their own percep-
tions about what strategies might work. The team’s role is to listen, support, help weigh

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

6 TPBI2

the options, and then facilitate the development of the actual intervention plan. Dur-
ing the intervention phase, the role of team members varies depending on the age of
the child, location of services, and level and type of strategies identified. Both for the
child and the parents or teachers, the goal is to provide intervention based on the system
of least support, meaning that, as much as possible, the team members play a consulta-
tion role, stepping in to provide more guidance or structure as needed. The goals for the
child, parents, caregivers, and educators are independence and the ability to think for
oneself and solve problems creatively and independently. Team members’ roles vary with
each individual person, in accordance with their need and desire for varying levels of
support. During the evaluation phase, team members provide observations, elicit parent
perceptions, and try to pull together an objective view of progress and next steps.
TPBI is not like traditional therapy, in which specialists meet with a child and do
hands-on, direct intervention for their areas of expertise. TPBI is a team approach, with
a concerted effort made to provide holistic intervention. In an earlier analogy, the rela-
tionship between the child, family, and team was described as a wheel, with the child
as the hub, the team as the spokes, and the family as the rim, holding all together and
making it roll. An alternative way of perceiving the relationship might be that the child
is the hub, the family members, teachers, and other significant people in the child’s life
are the spokes, and the team is the rim that provides the support to the inner pieces.
The rim cannot function effectively if part of it is missing or ineffective. The team must
be in constant communication, support each other in many ways, and function as a
unit. In short, the child, family, teachers, and team must function in a collaborative
whole for intervention to be maximally effective. Most of us do not get to choose our
teams, our families, or our children, but we do our best to make it all work. When in-
tervention “works,” it does so because each member of the team contributes informa-
tion, suggestions and advice, training, coaching, supervision, and emotional support.
Intervention works when team members are caring, nonjudgmental, open, willing,
honest, tolerant, and patient. Intervention works when parents are caring, nonjudg-
mental, open, willing, honest, tolerant, and patient. And intervention works when all
parties listen to each other, integrate ideas, and collaborate in making them work. Al-
though this doesn’t always happen, just think what could happen if the wheel rolled in
a straight line without wobbling.
Everyone on the team implements intervention in a different way, playing differ-
ent roles as called for. One model for thinking about implementing TPBI is that each
team that provides early intervention (EI) and/or early childhood special education
(ECSE) support consists of members from a variety of different disciplines, depending
on the needs of the population served. The team conducts the TPBA together, as de-
scribed in Chapter 1 of TPBA2. The team holds the postassessment meeting. Things
then can become unclear, because different states and agencies function in different
ways. At some point in the process, an intervention team is assigned to work with the
child and family, and hopefully the same team also works with the caregivers and teach-
ers (although this is not a given). For each child, a family facilitator should be assigned.
Ideally, the family facilitator is a person who already has connected well with the family
or has expertise in the area of the child’s primary disability or needs. The family facili-
tator should remain the family contact and develop a trusting relationship with the fam-
ily in order to provide continuity. The rest of the team should support this facilitator.
The team, including the intervention facilitator, should meet on a weekly basis to
discuss the children and families in order to garner ideas and support. Intermittently, a
short video clip of the child involved in various daily activities should be presented for
the team to watch and provide input. Discussion should revolve around key issues and
questions the intervention facilitator brings to the team. Whenever possible, home vis-
its or classroom visits should be made by pairs of team members. This is important for

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 7

several reasons. Two team members can offer fresh perspectives on the child and fam-
ily, provide coaching in their own areas of expertise, provide feedback to the primary
intervention facilitator on how they think the child or family is responding, and/or
provide peer mentoring. Taking different team members at varying times expands the
opportunities for rethinking intervention strategies. In addition, when team meetings
are held and the child and family are discussed, the team members have more “real
life” perspective to bring to the table.
A key factor to remember in TPBI is that all team members are merely supporters
for the true primary interventionists—the parents, caregivers, and teachers who spend
many hours with the child each day. The role of the intervention facilitator is to help
those people gain knowledge, skills, and confidence in their interactions with the child,
while at the same time helping them to “keep it real,” to make learning and developing
more fun and motivating than ever before.

TYPES OF INTERVENTIONS
Within TPBI2, ideas for intervention are presented in several ways. General principles
that promote development are offered along with strategies to help adults create sup-
portive learning environments. Suggestions also are presented for fostering develop-
ment and learning across cognitive, emotional and social, communication, and senso-
rimotor areas through modification of interpersonal interactions. Examples are shared
of applying strategies in various activities and routines across the child’s day at home
and child care or school. Developmentally appropriate suggestions also are illustrated.
The team, therefore, has a repertoire of ideas from which to draw. The type of strategies
that are identified to try in intervention will vary depending on the child’s age, type of
disability, and degree of severity of disability; the setting in which intervention is taking
place; the adult’s relationship with the child; and the adult’s confidence in using the
strategies. The professional’s role with the child and adults in the child’s life will also
vary, depending on the type and level of support needed and desired.

MATERIALS
No specific materials are required to conduct intervention in the TPBI approach. TPBI
is a process, using whatever is in the natural environment. In addition, therapists may
recommend modifications of the environment or materials or the use of therapeutic
materials or equipment that may enhance the child’s functioning. Whenever possible,
the team (including family members and teachers) should use the same materials in
the home and classroom as the peers or siblings without disabilities. Adaptations or
special toys, materials, and equipment are included when doing so will increase the
child’s motivation and increase skills or independence. The most important “materials”
are the forms used in the planning process for TPBI.
Forms are merely an aid to the TPBI2 process. They give structure to the process
and provide a guide for thinking about, planning, implementing, and evaluating inter-
vention. Modifications of the included forms or substitutions with specific program
forms may be needed to meet state or agency requirements. A summary of the forms
used in TPBI and their descriptions follow (note that all forms are included on the
TPBA2 & TPBI2 Forms CD-ROM):
• Postassessment/before intervention:
Child Assessment and Recommendations Checklist (see Appendix in Administration
Guide for TPBA2 & TPBI2)
Family Service Coordination Checklist (Forms CD-ROM only)
Team Intervention Plan (see Appendix in Administration Guide)

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

8 TPBI2

• Beginning intervention and ongoing

Collaborative Problem-Solving Worksheet (see Appendix in Administration Guide)
TIP Strategies Checklist: Home and Community (see Appendix in Administration
Guide)
TIP Strategies Checklist: Child Care and Early Education (see Appendix in Adminis-
tration Guide)
• Ongoing and postintervention (optional, as other monitoring tools may be used)
Functional Outcomes Rubrics (FORs) by TPBA2 Domain (4) (sensorimotor, emotional
and social, communication, and cognitive; see Appendix in Administration Guide)
Functional Outcomes Rubrics by OSEP Child Outcome (3) (CD-ROM only)
Team Assessment of Progress (TAP) Form (see Appendix in Administration Guide)
OSEP Child Outcomes Reporting Form and Worksheets (CD-ROM only)

Description of Forms
Child Assessment and Recommendations Checklist
This optional form can be completed after TPBA2 and after services and interventions
are determined. It summarizes what the child and family’s needs are, what type of in-
terventions and services will be provided and by whom. It also notes the time for a re-
view of progress.

Family Service Coordination Checklist

This optional form can be used for IDEA Part C service coordination. It identifies areas
of potential need and family strengths, as well as who will be responsible for helping to
access services in these areas.

Team Intervention Plan

This form is meant to be used after the TPBA and any other assessments are completed.
It identifies selected global outcomes and priority intervention subcategories, as well as
specific functional targets for intervention.

Collaborative Problem-Solving Worksheet

The Collaborative Problem-Solving Worksheet (CPSW) is used to record the subcate-
gories selected and functional intervention targets determined. Other developmental
areas that also can be addressed along with intervention targets can be indicated as
well. Specific interactional and environmental strategies and resources for intervention
are noted on this worksheet.

TIP Strategies Checklist: Home and Community

This TIP checklist identifies, in brief format, ideas for types of activities or routines at
home and in the community where intervention can be embedded, along with sugges-
tions for types of interactional and environmental strategies that may be considered.
This checklist is meant to stimulate ideas and can be used when completing the CPSW.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 9

TIP Strategies Checklist: School and Child Care

This TIP Strategies Checklist identifies, in brief format, ideas for types of activities or
routines at eduaction and child care settings where intervention can be embedded,
along with suggestions for types of interactional and environmental strategies that may
be considered. This checklist is meant to stimulate ideas and can be used when com-
pleting the CPSW.

Functional Outcomes Rubrics by TPBA2 Domain

These charts provide a matrix of Goal Attainment Scales for each of the domains of de-
velopment, by subcategory. The Goal Attainment Scales show the progression from
minimal to functional skills for the subcategory. The scale is used to indicate baseline of
performance (behavior on implementation of intervention) and level of performance
at two subsequent measurement intervals.
If desired, priority subcategories can be chosen by domain from these charts. Once
the priority subcategories are determined by the team, functional intervention targets
are written.

Functional Outcomes Rubrics by OSEP Child Outcome

These charts provide a matrix of Goal Attainment Scales for each of the OSEP Child
Outcomes. These include the same Goal Attainment Scales as on the FOR by TPBA2
Domain but organized by OSEP Child outcome. Once the priority subcategories are de-
termined by the team, functional intervention targets are written (for more informa-
tion, see OSEP Child Outcomes Reporting with TPBA2 on the optional TPBA2 & TPBI2
Forms CD-ROM.

Team Assessment of Progress (TAP) Form

The TAP Form is meant to be used to evaluate the child’s progress on the Goal Attain-
ment Scales for the subcategories selected as priorities for intervention. These are com-
pleted at least twice a year, but preferably more frequently. (A more comprehensive re-
view of all subcategories by the team can also be done using the FORs; refer to the
instructions on the optional CD-ROM for translating this information into outcomes
reporting categories.) The Team Intervention Plan is then revised by reexamining de-
sired global outcomes, identifying new subcategory priorities, and writing new inter-
vention targets.

OSEP Child Outcomes Reporting Form and Worksheets

States, and therefore programs within states, are required to report the percentage of
children receiving IDEA services who improve, maintain, or do not improve function-
ing on three federally designated child outcomes. (For additional information, see
OSEP Child Outcomes Reporting with TPBA2 on the optional TPBA2 & TPBI2 Forms
CD-ROM.) This form and its worksheets enable programs to track a child’s progress
using the Goal Attainment Scales and the FORs by OSEP Child Outcome.

TPBI PROCESS
TPBI is meant to be a flexible process. It is meant to be used in conjunction with TPBA2,
because TPBA serves as an initial experiment in intervention and thus provides a foun-
dation for planning approaches that may be beneficial. The TPBI process can be used
following any assessment that results in obtaining sufficient functional information to

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

10 TPBI2

be used for intervention planning. Once the team has information on the child’s skills,
behaviors, learning style, interactional preferences, and functional needs, intervention
planning can proceed. The TPBI process involves several steps before actually begin-
ning intervention. These steps establish the direction for intervention efforts, narrow
down the focus of efforts to functional targets the family and other providers can ad-
dress, and then lay out a plan for intervention. Specific forms are provided to facilitate
thinking through each step of the TPBI process. Teams may choose to use their own
forms, may use the TPBI2 forms in addition to agency forms, or may use only the TPBI2
forms. The core of TPBI2 is not in the paperwork, it is in the use of recommended strate-
gies with children, families, and professionals. The forms are meant to support this
work, not detract from it. Therefore, use the pieces that are needed and helpful.
The Twelve Steps (in the following section) outline how the TPBI process is com-
pleted and illustrate the means by which the state-of-the-art theories, research, and
methodologies outlined in Chapter 9 of the Administration Guide (Fundamentals of
TPBI2) have been incorporated into the process. As with TPBA2, professionals are
given various tools and options for how to use them to meet individual program or
team needs and preferences. The various means provided to plan intervention are de-
scribed in the following sections, along with descriptions and examples of how the
TPBI2 planning process can be used with a diverse population of children.

THE TWELVE STEPS

Step One: Identify Strengths, Needs, and Desired Outcomes

It is useful to have a goal and to know if progress is being made toward that goal. For
this reason, the first step in the intervention process is to identify the overall outcome
or outcomes that are desired as a result of intervention. As described previously, the
field has moved away from global goals such as “Improve fine motor skills” to working
toward long-term functional outcomes that relate to successful functioning and quality
of life. Depending on your home state, your agency requirements, and/or your profes-
sional preferences, outcomes can be determined in many ways. TPBI2 uses several differ-
ent sources to identify the direction and focus intervention should take: 1) preliminary
information from families obtained on the Child and Family History Questionnaire
(CFHQ) and Family Assessment of Child Functioning (FACF) Tools 2) TPBA2 Ob-
servation Guidelines and Observation Summary Forms from each domain, 3) TPBA2
Age Tables from each domain, 4) Goal Attainment Scales for each subcategory of
TPBA2, and/or 5) the Functional Outcomes Rubric (FOR) for each TPBA2 domain (see
Appendix in the Administration Guide), or 6) the Functional Outcomes Rubric (FOR) by
OSEP Child Outcome. Because multiple measures should be used to identify outcomes
and specific targets, a combination of these tools is recommended (Sandall, McLean, &
Smith, 2000).

Preliminary Information from Families

First, information from the Child and Family History Questionnaire (CFHQ) and Fam-
ily Assessment of Child Functioning (FACF) Tools, is used in determining desired out-
comes for the child and family. In particular, several questions at the end of the All
About Me Questionnaire (the second part of the FACF) ask the parents what they
would like to see for their child in terms of independence, control, skills, and so forth.
Even if the child is of preschool age and an individualized education program (IEP) is
being developed, it is still recommended that the program include outcomes both for
the child in the school context and within the family and community contexts. Risk
and protective factors are important to note in building the support elements of the in-

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 11

tervention plan, because they are helpful in identifying priorities, strengths, resources,
and concerns.

TPBA2 Observation Guidelines and Observation Summary Forms

The TPBA2 Observation Summary Forms for each domain identify overall patterns of
strengths and needs (see TPBA2 Observation Summary Forms and Observation Guide-
lines for each domain in TPBA2) and contain a 9-point Goal Attainment Scale (seen in
each section of TPBI2) for rating the child’s level of functioning. A quick review of
these forms will help distinguish broad areas of strength and focus of intervention for
the child. For areas of concern, a review of the TPBA2 Observation Guidelines for those
specific subcategories will enable the team to identify qualitative processes that need
further development or attention in intervention.

TPBA2 Age Tables

The TPBA2 Age Tables also can be used to identify strengths and needed skills and
monitor progress in specific subcategories of concern (see Age Tables relating to each
domain of TPBA2 in Appendix in the Administration Guide for TPBA2 & TPBI2). Higher
level skills are strengths that can serve as a foundation for further development. Skills
that are noted as “gaps” or skills the child has not yet accomplished but that provide a
foundation for further learning (“ready for”) should be identified. The TPBA2 Age Ta-
bles enable the team to identify specific areas or skills to target.
Using this information, the team can build on their discussion of strengths and
needs to determine outcomes. Three different options are provided for determining
which potential long-term global outcomes are appropriate for the child: identifying
TPBA2 developmental domains needing a higher level of performance, OSEP Child
(ECO Center) Outcomes, and personal outcomes.
Identify TPBA2 developmental domains needing a higher level of performance. In this
method, the team has the option of selecting one or more of these outcomes as a global
outcome:
1. Sensorimotor: Moves independently and effectively and regulates and uses sen-
sory input for learning.
2. Emotional and social: Effectively relates to others and controls emotions and be-
haviors.
3. Communication: Understands and actively and effectively uses verbal and non-
verbal communication.
4. Cognitive: Understands ideas, effectively solves problems, and actively partici-
pates in learning.
Identify OSEP Child Outcomes. The outcomes described by the ECO Center (2005) are
another set of global outcomes for children that programs may wish to target. These
outcomes are not labeled by domain but require skills from each domain to accomplish.
They have the advantage of already being transdisciplinary, and TPBA2 Goal Attainment
Scale information can be recorded on each FOR by OSEP Child Outcome (see CD-ROM
for more information). Because states must report on children’s progress toward these
outcomes, the TPBA2 subcategories for each of the domains of development were ana-
lyzed for their contribution to these global outcomes. Programs receiving IDEA funds

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

12 TPBI2

and using the OSEP Child Outcomes for accountability purposes may want to use these
outcomes to plan intervention.
At the time of publication, the three outcomes identified by OSEP include the
following (ECO Center web site: http://www.fpg.unc.edu/~eco/pdfs/ECO_COSF_
Training2-1-07.pdf):
1. Has positive social relationships.
2. Acquires knowledge and skills.
3. Takes appropriate actions to meet own needs.
Please note that OSEP requirements for accountability may change or be refined over
time. If you choose to use these outcomes, it will be important to double-check with
the ECO Center to make sure the outcomes you are using are still accurate.
Identify personal outcomes. The third option is the approach that traditionally has
been used in programs for professionals and families to write their own outcome(s)
that are meaningful for their child and family. In this option, the family is asked what
goals they have for their child, and their answers become the “long-term” goals. Al-
though there is nothing wrong with this approach, it precludes agencies from looking
across children and programs at progress toward uniform global outcomes (i.e., out-
comes that are the same for all children). If every child has a different desired outcome,
comparative measurement of the progress of all children is more difficult. Narrowing
global outcomes down to three or four enables comparison of all children on their
progress toward these outcomes. The intent is to enable program administrators and
legislators to examine the overall effectiveness of programs. Programs that are not
bound by federal, state, or agency requirements, however, may still prefer to use this
more open-ended approach.
All of the methods discussed here can be used separately or in combination. The
approaches are meant to address both qualitative (developmental processes) and quan-
titative (age-level skills) types of outcomes. Depending on the child and family, the most
useful means can be chosen. Once the outcomes are determined, they are written on the
Team Intervention Plan (see Appendix in the Administration Guide for TPBA2 & TPBI2).
The information included on this form helps determine services needed and becomes the
first document in the intervention plan. Figure 2.1 illustrates the global outcomes se-
lected by Ben’s parents and teacher.

Step Two: Identify Priority Subcategories Contributing to the Outcome

Once the outcome has been selected, the next step is to break down that “big” outcome
in areas that will contribute to reaching the ultimate goal. This is easily done by look-
ing at the subcomponents of the outcomes chosen and identifying which subcompo-
nents are priorities for the child and family. For two of the methods of identifying out-
comes (FORs by TPBA2 Domain and by OSEP Child Outcome), a corresponding
approach to determining contributing skills is provided. For the personal outcomes ap-
proach, the team must use professional judgment to determine subcomponents of the
outcomes selected. If either the FORs by TPBA2 Domain or FORs by OSEP Child Out-
comes are used, these can be easily be referenced. The team should look at the subcat-
egories listed on the FOR and prioritize among the subcategories those that are the
most important for the child. The team already rated subcategories as part of TPBA2, so
unless parents view the rating differently (which should be discussed), a look at each
profile of ratings will provide a picture of areas that may need intervention. After dis-
cussing which areas take precedence, a selection is made for intervention. These are

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 13

TPBI2 Team Intervention Plan

Child’s name: Ben B. Birth date: Age: 3 years

Person determining intervention plan: Date: 2-07-06

Relationship or role:

Projected month of reevaluation follow-up:

Contact person: Phone:

Directions: Select the TPBA2 Domain Outcomes column OR the OSEP Global Outcomes column. Prioritize as a team (1, 2, 3,
4) one or more outcomes below based on their importance for the child in home and community (H/C) and school and/or child
care (S/CC) settings. The priorities may be the same or different, depending on the child’s needs in each environment.

TPBA2 Domain Global Outcomes OSEP Child Outcomes

H/C S/CC H/C S/CC
Ability to move independently and Positive social-emotional skills
effectively and to regulate and use
sensory input for learning (Sensorimotor
Development)
Ability to effectively relate to others and Acquisition and use of knowledge and
control emotions and behavior (Emotional skills
1 and Social Development)

Ability to understand and use verbal and Appropriate behaviors to meet needs
1 nonverbal communication (Communication
2 Development)

Ability to understand ideas, solve problems,

2 and learn (Cognitive Development)

Figure 2.1. Ben’s priority outcomes.

then recorded on the Team Intervention Plan under the priority subcategories selected
for intervention along with the agreed-on ratings. In addition to ratings, age levels can
be noted if the parents desire. Age levels will note the age range at which the child was
primarily functioning. In some cases, no age levels are available because the subcate-
gory is qualitative rather than age-based. (See Figure 2.2 for an example of this section
of the form.)

Step Three: Determine Baseline

A unique approach to identification of intervention targets and progress monitoring
was developed for TPBI. This approach has combined a Goal Attainment Scale and an
evaluation rubric (either). Both the TPBA FOR and the FOR by TPBA2 Domain or FOR
by OSEP Child Outcomes contain a Goal Attainment Scale for each subcategory of each
outcome. The TPBA2 subcategories from each of the domains that directly relate to the
global outcome are listed in the column on the left side of each FOR. Once the team
identifies desired outcomes, the FOR can be used to identify where the child is on the

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

14 TPBI2

scale for a particular subcategory or across all subcategories. By identifying where the
child is on the FOR, the team can help families determine what targets of intervention
will assist the child in reaching the selected outcomes.
Looking at the Goal Attainment Scales often helps parents narrow down their
child’s functional level without feeling the stress and sadness that looking at TPBA2
Age Tables may elicit. On the Goal Attainment Scales, parents circle where they see
their child (e.g., “I think he’s between a 3 and a 5 on Regulation of Emotions and
Arousal States. He still has bad emotional outbursts, but he’s beginning to start to go
off by himself to calm down after I hold him and talk to him. So I think I’d call that a
4”). After reviewing the Goal Attainment Scales for the areas selected, the team is
ready to identify targets for intervention. Only those Goal Attainment Scales with
comparatively lower ratings for a given child need to be targets of intervention. For
children with relatively flat patterns, with almost all ratings falling at the same level, a
target may be chosen based on additional assessment data and the parent’s priorities.
Although many items could be selected, it is wise initially to select two or three prior-
ity subcategories. Each subsection within a given chapter of TPBI2 has a Goal Attain-
ment Scale for its subcategory. If desired, the team can copy each Goal Attainment
Scale for the subcategories selected as priorities and combine them to make the child’s
own mini-rubric as part of his or her file.
By identifying where the child is on the FOR, the team can help families deter-
mine what targets for intervention will assist the child in reaching the selected out-
comes. (See Figure 2.3 for an example of a completed FOR by TPBA2 Domain and Fig-
ure 2.4 for examples of a rubric developed for Ben from the priorities and ratings
selected.) By making the child’s own FOR, the priorities are identified more easily and
seem less overwhelming. As Ben begins to use more words to communicate, and lis-
tens and understands more, he will be better able to control his emotions, communi-
cate his needs, follow others’ instructions, and learn new words. This, in turn, will help
him progress in other areas of development, such as play, social interaction, and prob-
lem solving. Because of the transdisciplinary nature of development, is not necessary to
specify intervention priorities in every domain and subcategory.
The three components of outcomes assessment combined—global outcomes (GO),
the FOR, and the functional intervention targets (FITs)—provide the basis for evaluat-

After prioritizing outcomes for the child, look at the Functional Outcomes Rubrics (FORs) that correspond to the outcomes with
the highest priorities. Examine the Goal Attainment Scales that were completed during the TPBA that are listed on the FOR se-
lected. Discuss the assessment/intervention areas that have the lowest ratings with the family. Determine what subcategories
across the domains identified are the most important to helping the child’s learning and development. Indicate the subcate-
gories selected for intervention and the rating given on the line next to the subcategory. Place the age level for that subcategory
(if available) on the following line.

The priority subcategories selected for intervention: Rating Age level

Regulation of emotions and arousal states 1 12–15 months

Behavioral regulation 3 12–15 months

Expressive language 4 12–15 months

Conceptual knowledge 3 12–15 months

Figure 2.2. Ben’s priorities at home and school (from his Team Intervention Plan).

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 15

ing developmental progress and planning the next steps. These components can be re-
membered by the acronym “GO FOR IT.” The following section describes developing
appropriate intervention targets for the priorities that are identified.

Step Four: Write a FIT or Objective

Professionals in the field of EI and ECSE are long used to writing goals and objectives.
These goals and objectives, however, often are not functional. Goals such as “Will in-
crease vocabulary” could be written for anyone. Objectives taken off of a checklist, or a
missed test item such as “Will put six blocks in cup,” do not lend themselves to devel-
oping functional skills. Why do you want the child to put blocks in a cup? What skills
are you trying to develop? And who needs blocks served in a cup, anyway? The field of
EI has wisely moved toward trying to support the development of functional skills as
they are used in a child’s everyday life.
The same, unfortunately, is not always true of preschool, where the push for test-
ing academic skills to meet the requirements of the No Child Left Behind Act of 2001
(PL 107-110) tends to compel teachers toward purely academic targets and away from
functional skills. TPBI2 attempts to address both. The TPBA2 Observation Guidelines,
Goal Attainment Scales, and FORs address developmental processes and functioning
and qualitative aspects of learning. The TPBA2 Age Tables provide developmental se-
quences and skills specific to various developmental age ranges, including academic
skills.
As with TPBA2, TPBI2 is meant to address both skills and processes to maximize
a child’s functioning. The FITs that are written can, and should, relate to both. The
team should try to ensure that families and teachers address a range of developmental
priorities, not just academic skills. Team members may need to provide information
about foundational learning and social processes, the importance of language basics to
literacy, the importance of sensory and motor development to learning, and so forth.
Use the information gained from TPBA2 so that family members and professionals
understand how these foundations contribute to academic, social, and athletic skills.
Once the team has determined priorities jointly, the more difficult step is turning
those priorities into functional, measurable objectives. Once a priority is established,
the parent is asked about next steps.

BEN
After his mom, Marcy, rated her child, Ben, on her priority of Emotional Regulation, a
team member asked, “What would you like to see him do for next steps in controlling his
emotions?” Marcy said, “Well, I’d like Ben not to blow up at all, but I know that’s not
going to happen any time soon! I guess I’d like for him to not need me to have to help
him so much. I spend a lot of time holding him! Maybe if Ben could find another way to
calm down that didn’t need me. That would be a good step.”
The team member then said, “You said Ben ‘loses it’ at least once an hour right
now. How about if we also reduce the number of tantrums he has?”
“I’d nominate you for sainthood,” Marcy said. After further discussion, the team
constructed the following FIT:

For 1 month, Ben will have three or fewer tantrums per day at home, that last
less than 10 minutes each, and he will be able to calm himself using a calming
object or a “safe spot.”

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Figure 2.3. Ben’s TPBA FOR in the emotional and social domain
Ben B.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
FOR MORE, go to https://bit.ly/Linder-TPBI2

(continued)

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
FOR MORE, go to https://bit.ly/Linder-TPBI2

Figure 2.3. (continued)

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 Date of Date of
TPBA2 2nd rating: 3rd rating:
Subcategory Level of the child’s ability as observed in functional activities
Regulation 1 2 3 4 5 6 7 8 9
of emotions Has a difficult time control- Is able to control arousal Is able to control arousal Is able to control arousal Is able to independently
and arousal ling arousal states and emo- states and emotions in a states and emotions in a states and emotions with control arousal states
states tions; needs extensive envi- soothing environment, quiet environment or self-regulatory strategies and emotions in a way
ronmental support and when receiving physical when physical or emo- (e.g., a blanket or special appropriate for the situ-
physical and verbal support and verbal support from a tional support is received toy) or verbal suggestions ation.
from a caregiver. Regulation caregiver. Regulation takes from an adult. Regulation from an adult. Regulation
takes more than 1 hour. 30–60 minutes. takes 15–30 minutes. takes just a few minutes.
Behavioral 1 2 3 4 5 6 7 8 9
regulation Does not understand or re- Beginning to understand Understands right and Independently under- Chooses appropriate
spond to adults’ requests to what not to do, but does it wrong with adult input, so stands right and wrong behavior and responds
stop actions. anyway. Resists adults’ sometimes chooses ap- and chooses appropriate to adults’ requests most
input and control. propriate behavior. Is be- behavior most of the time, of the time; tolerates a
ginning to look to adults but needs adult assistance balance of control.
for input on what to do. to choose and manage
behavior.
Language 1 2 3 4 5 6 7 8 9
production Expresses needs reflexively Uses eye gaze, facial ex- Uses gestures, vocaliza- Uses gestures, words, Consistently uses well-
(e.g., crying, grimacing, pressions, body move- tions, verbalizations, phrases, signs, and/or formed sentences and
body movement). ment, gestures, and vocal- signs (words, word com- AAC to produce sentences asks and answers a va-
izations to communicate. binations, or phrases), (not grammatically correct) riety of questions.

by Toni Linder, Ed.D.

and/or AAC to commu- and to ask and answer
nicate. questions.
Conceptual 1 2 3 4 5 6 7 8 9
knowledge Recognizes familiar sounds, Notices salient properties, Recognizes, discusses, or Recognizes, describes, Describes, compares,
smells, tastes, people, ac- sees similarities and differ- uses concrete similarities and organizes thoughts differentiates, and un-
tions, and objects. ences, and has simple la- and differences to cate- and actions by both con- derstands both featural
bels for some animals, gorize or group animals, crete and abstract con- and dynamic (e.g., who,
people, objects, actions, people, objects, actions, cepts, and categories. Is where, when, why and

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

and events. and events into con- forming a classification how) aspects of con-
structs, such as type, lo- system into which new cepts. Has an under-
cation, use, relationship, concepts and rules are standing of logical
and/or causality. structured and related. relations among mathe-
FOR MORE, go to https://bit.ly/Linder-TPBI2

matical, physical, bio-

logical, psychological,
and literacy concepts,
and can share ideas
through symbolic repre-
sentations.

Figure 2.4. Ben’s rubric for home and school

 FOR MORE, go to https://bit.ly/Linder-TPBI2

20 TPBI2

In order to know if a child has done a skill “well enough” to consider it accom-
plished, it is important to know what the child needs to do functionally in the environ-
ment and what constitutes “success.” What quality of skill is needed? How many times
must a skill be seen at this level of quality? Under what circumstances? As the number
of intervention targets being addressed at one time is limited to 3 or 4, it is worth the
time to think out what exactly the child needs to do to function better in his or her life,
and what level of skill or behavior will demonstrate successful functioning. This way,
everyone is on the same page.

Step Five: Select Activities, Settings, and Routines

Step Five is the beginning of what is carried out in Step Seven, identifying and creating
strategies. Before determining where and how intervention supports will be provided,
an understanding is needed of what daily life is like for the child. Once the targets for
intervention are identified, the team needs to address how the intervention will take
place. The TPBI process is one that should occur in natural environments, within natu-
ral interactions, and with targets embedded in daily experiences, activities, and rou-
tines. The planning tools provided are meant to be used in consultation with families,
caregivers, teachers, or therapists to guide implementation of intervention in a way
that is consistent with these philosophical tenets.
Several steps are needed to complete the Team Intervention Plan (see Appendix in
Administration Guide). These are listed on the Team Intervention Plan for team members
and the family, but the steps also will be iterated here.
It is important to embed whatever interventions are planned into the child’s actual
life, rather than provide only treatment, therapy, or education that does not carry over
into functional activities. Therefore, another critical aspect of planning intervention is
talking about actual situations, routines, events, and activities in which intervention
could 1) help the child function better, 2) help the family members or adults function
better, 3) capitalize on the child’s strengths, and/or 4) capitalize on the family mem-
bers’ or adults’ strengths. In addition, the team should consider including difficult in-
terventions in ways that could be more fun or pleasurable; fun activities that provide
an opportunity for including more learning; or activities that occur frequently over the
course of the day or week, and thus offer opportunities for practice. The initial conver-
sation begins with the team but needs to be extended into a more protracted discussion
in a more personal and private level before the actual start of intervention.

Step Six: Complete the Team Intervention Plan

The previous steps contribute to completing the Team Intervention Plan. Once the
functional intervention targets (FITs) are specified, the team can then determine how
intervention will take place to address them. Designation of who will be the primary
intervention facilitator and the roles of various team members is important to ensure
that everyone knows what will happen and in what ways support will be provided. See
Figure 2.5 to see how Ben’s Team Intervention Plan was completed.

Step Seven: Identify or Create Strategies

Because preliminary discussions with families, caregivers, and teachers can be quite
lengthy, it is best to plan discussion time outside of a formal meeting to talk about strate-
gies to use in intervention. Have an in-depth conversation with key adults about their
day, the fun times, the stressful times, the moments of joy, and the moments of desper-
ation. In short, talk about the good, the bad, and the ugly. It is important to discuss not
just the negative aspects of the day, because some of the most joyous times are the best

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 21

for incorporating language, movement, social interaction, and conceptual thinking.

Humor is a wonderful way to motivate children. Discussion of these times leads easily to
a discussion of strategies that can be incorporated into each type of situation.
The fun part of working in early childhood/EI and ECSE is that professionals are
able to be creative. They have a storehouse of knowledge and ideas, but every child,
every family, and every situation is different, and what works for one may very well
not work for another. The more ideas the intervention facilitators have, the better.
Once the team has determined several FITs on which to focus, and they know the fab-
ric of the child’s daily life, they are ready to think about what strategies will help the
child and family or teacher be successful.
TPBI2 is meant to be a source for ideas—a jumping off place for professionals to
problem solve with key adults in the child’s life. There is no one way to use TPBI2. It is
a resource, not a cookbook. It is especially helpful for people in transdisciplinary roles,
because every discipline is not represented during each visit. This is a team process, so
conversation about the child and family with the whole team is critical. During team
discussions, have each professional review various strategies in his or her domain of
TPBI2 and talk about how certain strategies might be useful to the child or family.
Using collaborative problem solving, the team ideas will help all interested parties to
generate a plan of action or, more likely, numerous plans for how the day can be full of
special moments for teaching and learning. TPBI2 serves as a resource for ideas across
all domains and is a reminder for all team members of how to incorporate holistic
strategies. It is important to stress that families are not being asked to become thera-
pists. They are being supported with strategies that can make their own lives and those
of their children fuller, more meaningful, and more successful just by doing what they
already do in slightly different ways.
In the same way that the number of targets for intervention should be limited, the
number of strategies selected to be tried also should be limited so as to not overwhelm
the family and to clarify what strategies are having a positive effect. Use the TIP Strate-
gies Checklists as a basis for beginning discussion, spending more time on one or two
ideas with which the adults involved in the intervention are confident.

Step Eight: Individualize Environmental and Interpersonal Strategies

As discussion proceeds, what started out as general strategies, suggestions, observa-
tions, or ideas need to be developed into an individualized approach for the child and
family or the teacher. The intervention facilitator and other team members will want to
observe what is happening, talk about the parents’ perceptions, and perhaps try new
strategies through experimenting or demonstrating for the parents. All of these efforts
build insights into how the child and adults in the child’s life respond and learn. Indi-
vidualization for adults may involve providing reading material, visual guides, and ex-
amples; using video for feedback; or going out into new environments to try novel ex-
periences. The team should take time to get to know the family as people, not just as
“clients,” so that interventions devised will have an increased likelihood of success. At
the same time, professional boundaries will need to be maintained.

Step Nine: Write Concrete Examples

Writing down ideas gives everyone a concrete reference. Much is discussed in a short
time, and just as much is forgotten. After a couple of initial discussion and brainstorm-
ing sessions with key adults, it is useful to put a more specific plan down on paper.
Write down one or two of the FITs that were developed for the Team Intervention Plan,
then begin talking about the day and how the strategies discussed previously may be
implemented. Use the Collaborative Problem-Solving Worksheet (CPSW) (see Appen-

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

22 TPBI2

Functional Intervention Targets

1. For 1 month, Ben will have three or fewer tantrums per day at home that last less than
10 minutes each, and he will be able to calm himself using a calming object or a “safe spot.”
2. Once Ben is giving the person who is speaking eye contact, he will respond to a simple one-step
request by doing what is asked, within two repetitions of the request, 75% of the time for
1 month.
3. Ben will be able to request what he wants using gestures and simple labels for two new
common objects in his environment each week for 1 month.
4. Ben will be able to use appropriate actions on specific objects or toys five consecutive times
once the actions are demonstrated and he has had practice with using the object or toy in a
functional way.

A. How the above Home and Community Services will be provided:

By whom: The speech-language pathologist, Judy P., will serve as the primary
intervention facilitator.
Frequency/intensity/duration: Judy P. will make home visits every other week to consult and
coordinate intervention strategies. Visits will become less frequent as the family and teacher
feel things are progressing well.
Role of intervention facilitator(s): Judy P. will observe the situations in the home and school that
are most difficult for Ben. She will provide feedback, suggestions, demonstration, and consultation
as new strategies are tried. Other team members will make visits to provide additional ideas as
needed. Judy will occasionally videotape situations to take to team problem solving meetings.
Role of family members: Mr. and Mrs. B. are the key people in Ben’s life and, as such spend many
hours interacting with him. They will lead the intervention by trying various strategies related to
the identified goals for Ben. They will monitor what works and what does not so that they can
share progress and problems with the intervention support team. They will maintain ongoing
communication with Ben’s teacher to ensure consistency of approaches.

B. How the above Child Care/Early Education Services will be provided:

The intervention team will observe classroom routines and provide consultation to the teacher to
coordinate intervention and help ensure consistency between home and school.
By whom: Judy P., SLP, is the primary intervention facilitator.

Frequency/intensity/duration: Classroom visits will be made every other week, alternating with
home visits.
Role of intervention facilitator(s): The intervention facilitator will assist by demonstrating, provid-
ing needed support materials or readings, doing joint problem solving, and involving other team
members as needed.
Role of educators/caregivers: The teacher is the primary provider in the classroom. Intervention
services will be provided in the classroom, with the intervention facilitator as a support to the
teacher.
Projected month of reevaluation follow-up: 5/08
Contact person: Judy P.
Phone: 666-7777

Figure 2.5. Ben’s functional intervention targets and team roles.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 23

dix in Administration Guide) format. TPBI2 is, once again, a helpful reference. When
completed, the CPSW serves as a visual reminder of ideas, or tips, for all to keep in
mind when interacting with the child. Dunst found that visual reminders serve to in-
crease the use of the ideas presented (Dunst, 2001). See Figure 2.6 for an example of a
section of Ben’s CPSW.
The team should then consult with the family and other service providers as inter-
vention takes place and provide further explanations, models, or feedback as needed.
The worksheet can be modified continually, with more intervention targets added as
progress is made or new strategies added if progress is slower than desired. The CPSW
also serves as a way to talk about what happened since the last discussion with regard
to other areas of development, environmental changes, and whether specific ideas that
were written down were successful.

Step Ten: Share Information

Whether or not the child participates in child care or school, there are usually other
important adults in the child’s life. Even if these other people have not been included
formally in the intervention process, the child will benefit from having congruent
strategies across people and contexts. Families should be encouraged to inform and
coach others who spend a lot of time with the child in the strategies the families them-
selves are learning. With the family’s permission, the intervention facilitator also may
play an important role by including others in the child’s life in informal discussions, in-
formation through written materials, or inclusion in support or information groups.

Step Eleven: Implement Intervention

Every part of the TPBA2/TPBI2 process is part of intervention. Beginning with TPBA,
when the strategies that seem to promote higher levels of thinking and action are ex-
plored; through the assessment discussion and intervention planning process, when
the family’s and team’s experiences are shared; to when actual day-to-day strategies
are implemented, evaluated, and modified, TPBA2 & TPBI2 guide the evolving process.
The ongoing relationship with the child, family, and teachers provides the basis for
being part of a highly rewarding, if at times frustrating, process. The role of the profes-
sional as intervention facilitator takes many forms, and on any given day this person
will listen, talk, demonstrate, practice, or coach. Intervention is full of surprises. Some
days, no one will be there when the professional shows up. Some days, nothing will go
well. Other days, a first word will be said or a step will be taken. The professional needs
to be ready to assume all roles as needed and, in addition, help the key adults build
outside networks; serve as an advocate with other agencies; provide access to needed
resources; stay informed on legal issues and within ethical boundaries; and on top of all
that, keep excellent records on visits, with detailed progress notes (Klass, 2003).

Step Twelve: Evaluate Progress

Evaluation also is an ongoing process. As with the rest of the intervention process, doc-
umentation of progress should be a joint effort. In Chapter 9 of the Administration
Guide, several approaches are presented to help in collaboration. In addition to infor-
mal checks and discussions with family members, caregivers, and teachers, more for-
mal measures are needed. Depending on the age of the child and agency requirements,
official evaluation may take place two to three times per year. Progress monitoring can
be done using the individual child’s rubric (see Figure 2.4). Both home and school or
child care can monitor progress on the selected priorities. Even though only a few pri-
orities were selected, all areas are interconnected, and progress on these areas will un-

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

24 TPBI2

TPBI2 Collaborative Problem-Solving

Worksheet (CPSW)

Child’s name: Ben

Date: 02-07-06 For home/community For child care For school

Person(s) completing the form:

1. In the first column, write the functional intervention targets (FIT) that were selected and recorded on the Team Intervention
Plan after the assessment.
2. In the second column, write related areas that also need to be addressed as part of accomplishing this target.
3. In the third column (T), list priority times of the day, routines, or activities when the FITs can be addressed. In the fourth col-
umn (I), brainstorm possible interactions supports. (Refer to TPBI2 under the domain and intervention subcategory related to
that target for suggestions.) In the fifth column (P), brainstorm potential environmental modifications that could be tried. For
each column, refer to the TIP Strategies Checklists for suggestions.
4. At the bottom of the worksheet, indicate any resources that might be helpful for implementing intervention, including reading
material, Internet sites, videos, equipment, toys, assistive devices, and connections with community agencies.
5. Indicate any assistance needed to implement the intervention and/or access resources.

Functional Times for Interactions Potential

intervention targets
and subcategory Related areas
T natural
intervention
I that support
development
P environmental
adaptations

Ben will be able to Cognitive: under- Meals: labeling food, Use simple 1- to 2- Use real objects as
request what he standing concepts utensils word phrases. cues to what hap-
wants using gestures Language: using Bath: labeling toys, Obtain eye contact pens next (e.g., key to
and simple labels for nouns to label body parts before talking. Touch car for going out).
two new common ob- Social: communicat- Dressing: labeling shoulder, wait. Use pictures of real
jects in his environ- ing to a person clothing, body parts Hold object near objects to support
ment each week for 1 mouth when labeling. labels (e.g., cereal box
month. Motor: using ges- Play: labeling toys,
tures to support people Use exaggerated, of Cheerios next to
communication rhythmical speech. the bowl to help him
Books: labeling pic- see relationships be-
tures, real objects, Use gestures or tween objects and
animals signs to support pictures).
speech.

Figure 2.6. Segment of Ben’s Collaborative Problem-Solving Worksheet for home.

doubtedly contribute to progress in other areas. If desired by families or teachers,

progress on other Goal Attainment Scales can also be checked.

WHERE INTERVENTION TAKES PLACE

Not limited to home and school, intervention should take place as many places as pos-
sible, as often as possible, and be implemented by as many people as possible. Repeti-
tion of new skills across a variety of functional contexts is the key to learning, particu-
larly for children with special needs. In specific cases, additional private or pull-out
therapy may be warranted, but even specialized therapies should be integrated into the
total picture of the intervention process, so continuity is maintained.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

Planning Considerations for TPBI2 25

RESULTS OF SUCCESSFUL INTERVENTION

The desired results of intervention are many. We want children with special needs to
become more functional and independent in their daily lives. We want them to become
motivated to learn and use new ideas and skills. We want children to be able to give
and receive love; to have meaningful friendships; and to share life’s activities with joy,
sensitivity, and reciprocity. We want children to express themselves in as many ways as
they can, with their eyes, their gestures, their body, and their words, through art,
music, and movement. We want them to love and participate fully in as many aspects
of life as they can. We want the same for their families.
In TPBI2, options are provided for addressing the progress toward outcomes: 1)
use of the TPBA2 Age Tables to measure skills accomplished and changes in level of
performance, and 2) use of the FORs to measure progress toward global outcomes. Use
of both together is recommended.
The FORs by TPBA2 Domain are completed initially by the professionals as part of
TPBA2. A 9-point Goal Attainment Scale is included as part of the summary informa-
tion with each of the subcategories of TPBA2. This is completed by individual profes-
sionals on the team during the first assessment of the child. Because most assessments
are traditionally done by developmental domain, the scales are arranged by domain
(completion by the family, caregivers, and/or educators can be done as well). As noted
previously, examining these rubrics and discussing them with parents helps identify
target areas for intervention. During intervention planning, either the FOR by TPBA2
Domain or FOR by OSEP Child Outcomes is used to identify global outcomes and pri-
ority subcategory outcomes. Whichever Goal Attainment Scales are selected for plan-
ning intervention targets and strategies (they are the same in both, just organized dif-
ferently) should be used for measurement of progress. (See Appendix in Administration
Guide for both sets of FORs.)
The FORs are designed to help programs measure the child’s progress toward at-
taining global outcomes and identifying new targets after intervention has occurred. To
measure progress, the team can re-rate the child on identified target subcategories (as
in the child’s individual rubric in Figure 2.3) or across all subcategories in a specific
rubric for a more comprehensive reevaluation. By doing this, the team can identify
what outcomes and targets have been obtained and which outcomes and targets a child
needs to work on attaining.
As described previously, the child’s FORs should be reviewed on a regular schedule
(usually two to three times per year, determined by the intervention team). If progress
has been made and the child has moved up on the scale, the team needs to evaluate
whether or not new outcomes or targets need to be identified. If the child has not made
progress, the team needs to discuss whether new intervention targets, different strate-
gies, or both are needed. When a new plan is made, the Team Intervention Plan and
the CPSW should be revised and updated. In the case of federal outcomes monitoring,
measurement of progress on global outcomes is done at entry into the program and on
exit or transition from EI, to ECSE or a kindergarten or first-grade program. (See the
TPBA2 & TPBI2 Forms CD-ROM for additional information.)
The TPBA2 Age Table(s) for identified targets also should be reviewed to deter-
mine performance-level changes and examine what specific skills may have been ac-
complished or are still needed. It is recommended that the professionals and teachers
on the team use the TPBA2 Age Tables. Depending on the child’s level of functioning,
it may be difficult for families to look at the child’s functioning age level or skills he or
she is missing. For this reason, it is recommended that families use the Goal Attainment
Scales and the professionals use the TPBA2 Age Tables. In combination, the two give a
good quantitative and qualitative view of the child’s level of functioning. There is a par-

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

26 TPBI2

adox in the EI/ECSE field that both functional outcomes and measurement of specific
skills is desired, but typically age levels are emphasized.
Progress over time can be noted on the Team Assessment of Progress (TAP) Form
(see Appendix in Administration Guide and Figure 2.7 for Ben’s TAP Form). Both the
Goal Attainment Scale rating and the child’s age level are indicated on the TAP Form.
The parent, teacher, or team (individually or together) can indicate where they see the
child functioning on this continuum at each reevaluation. This can be done as fre-
quently as is desired. Goal attainment scaling has the advantage of ease of involvement
for all participants in the child’s ongoing evaluation, because the scales are easy to un-
derstand and rate. Examination of this information in combination with information
from the TPBA2 Age Tables should provide formative evaluation data as well as summa-
tive data at the end of each year, and at transition times. Both formative and summa-
tive data should be used to revise and update the Team Intervention Plan for the child.

STATE AND FEDERAL OUTCOMES MEASUREMENT

Federal requirements for accountability reporting include measuring functional
progress (qualitative) for the child as well as progress in closing the gap between the
child and same-age peers (quantitative). Both can be measured with TPBA2/TPBI2.
TPBI2 can be used to measure functional, qualitative progress across TPBA2 domain
outcomes (see FORs by TPBA2 Domain in the Appendix in Administration Guide) or
across the OSEP child outcomes that have been adopted by the U.S. Department of Edu-
cation, Office of Special Education Programs (see the FORs by OSEP Child Outcome in
the Forms CD-ROM). During the entry and exit assessments, the team should complete
the set of three Functional Outcomes Rubrics (FORs) by OSEP Child Outcome. Each
FOR is composed of a series of Goal Attainment Scales for the TPBA2 subcategories that
represent skills needed for the child outcome. The team can use the Goal Attainment
Scale ratings that have been collected on the TPBA2 Observation Summary Forms. For
further information about using TPBA2 and TPBI2 for OSEP Child Outcomes reporting,
please refer to the TPBA2 & TPBI2 Forms CD-ROM.
In addition, the TPBA2 Age Tables from each domain indicate quantitative growth
against same-age peers. The Age Tables for each priority subcategory, as well as other
areas, also can be used to look at progress over time. Reevaluation across the subcate-
gories that have age tables is only needed when the child transitions from one program
to another.
The OSEP Child Outcomes Reporting Form and its worksheets, allow the interven-
tion team to document whether the child is making progress toward the global out-
comes across five ratings, from no improvement in functioning to functioning at the
level of same-age peers. Cumulative data across children enables providers to examine
group progress and can contribute to program evaluation.

CONCLUSION
Transdisciplinary Play-Based Intervention (TPBI2) is a functional approach to interven-
tion that views family members, caregivers, and teachers as key players in the child’s
intervention program. They are involved in the assessment, in assessment review, in
intervention planning, and in implementation and evaluation. Such involvement may
lead to more “ownership” and involvement on the part of these important people in
the child’s life. The movement of intervention out of the therapy room and into the
settings where the child needs to use his or her skills is an important shift in the field of
early intervention and early childhood special education. This transfer of focus requires
a transition in the role of therapists and other related services personnel to one of con-
sultation and support. It requires acquisition of new skills in communicating with

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

TPBI2 Team Assessment of Progress (TAP) Form

Child’s name: Ben Birth date: 1-15-03 Date:

Person(s) providing information to complete the form:

The TAP Form helps the team monitor progress. Using the initial team intervention planning form as a starting point, the key
team facilitator completes the TAP form with the significant adults in the child’s life. This process should be done for both home
and community and school or child care settings, as appropriate.

1. List the priority subcategories that were identified on the TPBI2 Team Intervention Plan.
2. Indicate the date the evaluation update was done in the appropriate column (with the first date being the date of the initial
assessment). Three dates are indicated below for measurement (more can be added if desired).
3. Help the parents, caregivers, or teachers complete the Goal Attainment Scale (GAS) for each corresponding priority subcategory.
4. Indicate the rating on the Goal Attainment Scale for each measurement time.
5. Using the TPBA2 Age Tables, determine the child’s age level for each subcategory at the time of the evaluation update.
After completing and updating either the TPBA2 domain FOR or the OSEP FOR (the scales are the same on both FORs but
are organized differently), discuss with the family and all providers the areas of progress. The Team Intervention Plan can
then be revised by reexamining desired global outcomes, identifying new subcategory priorities, and writing new intervention
targets.
6. To translate this information into federal child outcomes reporting categories, refer to the optional CD-ROM, OSEP Child
Outcomes Reporting Worksheet and Form instructions.

Home and Community Evaluation

Date 1: 2-07-06 Date 2: 5-28-06 Date 3:

Priority Rating on Rating on Rating on
intervention
subcategory Goal Attainment Goal Attainment Goal Attainment
subcategory
for intervention Scale Age
Agerange
level Scale Age
Agerange
level Scale Age
Agerange
level

Expressive 1 12–15 mo. 4 18–21 mo.

language

Conceptual 3 12–15 mo. 5 15–18 mo.

knowledge

School and Child Care Evaluation

Date 1: 2-07-06 Date 2: 5-28-06 Date 3:

Priority Rating on Rating on Rating on
subcategory
intervention Goal Attainment Goal Attainment Goal Attainment
for intervention
subcategory Scale Agerange
Age level Scale Agerange
Age level Scale Agerange
Age level

Expressive 4 12–15 mo. 5 18–21 mo.

language

Conceptual 3 12–15 mo. 4 18–21 mo.

knowledge

Transdisciplinary Play-Based System (TPBA2/TPBI2)

by Toni Linder.
Copyright © 2008 Paul H. Brookes Publishing Co., Inc. All rights reserved.

Figure 2.7. Team assessment of progress for Ben.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition
by Toni Linder, Ed.D.
 FOR MORE, go to https://bit.ly/Linder-TPBI2

28 TPBI2

adults, as partners in intervention, rather than recipients of information. It also entails

learning how to shift knowledge about the child and share skills in how to intervene to
address particular issues influencing the child’s development to others—other team
members, family members, and educators. TPBI provides a framework for working
through this process and also summarizes key interactional and environmental strate-
gies that may be useful across all domains of development. When implemented with a
transdisciplinary team in play and in motivating, meaningful daily activities and rou-
tines, intervention can assist children to become more independent, more physically
and communicatively skilled, more knowledgeable, and more emotionally secure and
socially successful.

REFERENCES
Bailey, D., & Bruder, M.B. (2005, January). Child and family outcomes for early intervention and early
childhood special education: Issues and considerations. Menlo Park, CA: Early Childhood Outcomes
Center. Retrieved March 15, 2008, from http://www.fpg.unc.edu/~eco/pdfs/COSFTraining_
11-7-06_module2.pdf
Dunst, C.J. (2001). Participation of young children with disabilities in community learning activ-
ities. In M.J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 307–333). Balti-
more: Paul H. Brookes Publishing Co.
Klass, C.S. (2008). The home visitor’s guidebook: Promoting optimal parent and child development (2nd
ed.). Baltimore: Paul H. Brookes Publishing Co.
No Child Left Behind Act of 2001, PL 107-110, 115 Stat. 1425, 20 U.S.C. §§ 6301 et seq.
Sandall, S., McLean, M.E., & Smith, B.J. (Eds.). (2000). DEC recommended practices in early interven-
tion/early childhood special education. Longmont, CO: Sopris West.

Excerpted from Transdisciplinary Play-Based Intervention, Second Edition

by Toni Linder, Ed.D.