Play Assessment in Early Intervention: 3 Small Steps That Make a Big Difference
As early intervention SLPs, we know that play is much more than toys and activities. Play can tell us so much about a child. In fact, some of the most valuable information we gather during assessments comes from observing how a child plays, interacts, and engages with others. We are not only learning about the child's strengths, interests, and skills, but also about the parent-child relationship and the ways caregivers support and connect with their child.
In the course Assessment of Play Skills in Early Intervention, I discuss play development and various tools and approaches for assessing play in young children. While standardized assessments, criterion-referenced measures, and checklists provide valuable information, some of the most important insights come from the small steps we take before and during the evaluation process.
The three steps below are some of my go-to strategies for getting the most out of play assessments. I've found that these small steps can make a big difference in the information I gather and often lead to conversations that help me better understand a family's priorities and concerns while beginning to build the partnerships that are so important in early intervention.
Step #1: Frontload the Family
One of the simplest ways to help a play assessment run more smoothly is to prepare families in advance. Many parents are unsure what to expect from an assessment that includes play. Sharing information before the session can reduce anxiety, set expectations, and help families feel more comfortable.
What do I share with families before the assessment?
I send a brief welcome letter that outlines what to bring, what to expect, and their role during the session. I've found that sharing this information in advance can reduce uncertainty and anxiety, helping families feel more prepared and comfortable. It also gives parents a clearer picture of how they will participate during the assessment. Rather than sitting back and simply watching the process unfold, they begin to see themselves as an important part of the assessment team. In many ways, this is one of the first opportunities to begin building the family-centered partnerships that are so important in early intervention.
One simple change that has made a big difference for me is offering families multiple ways to provide information. Some families prefer paper forms, while others prefer electronic or Google Forms. I have also found it helpful to create secure ways for families to upload videos, reports, and other documents before the assessment. These small changes often make it easier for families to participate and also provide me with easily accessible, valuable information before the session even begins.
If families have questions or need clarification, I suggest that they make a note on the form so we can discuss them during the session. This helps us spend less time on paperwork and more time talking about the child and family.
What should I ask families to bring to an in-person assessment?
I ask families to bring a few of their child's favorite toys, books, comfort items, or activities. I intentionally keep these directions somewhat open-ended rather than providing a specific list of items to bring. Over the years, I've found that families' choices often provide valuable insights.
Although this step is a great way to learn about a child's interests and play skills, I soon realized that the toys and materials families bring often tell a bigger story. They provide insight into daily routines, family priorities or values, opportunities for play, and the child's experiences. In many ways, they help me see the child through the family's lens before the assessment even begins.
How should I prepare families for a home visit or telepractice assessment?
For home visits and telepractice sessions, I encourage families to set up in the area where their child plays most often. This might be a playroom, bedroom, family room, or even outside. Observing children in familiar environments often provides a different perspective than what we may see in a clinic setting. Children are typically more comfortable, have access to familiar toys and routines, and may demonstrate skills that don't always emerge in a new environment.
What if the child doesn't participate during the assessment?
We have all been there in those sessions when things don’t go as planned, or the child doesn't participate. This can leave parents feeling overwhelmed, worried, or uncertain about what to do next. Some parents have shared that they want their child to perform at their best, or that they need to keep them in a certain area or engage in certain activities.
Here are some ideas that have helped me through these situations:
I address this and share information before the session even begins. I let families know that if their child leaves the room, takes a break, becomes upset, or chooses not to participate, that's okay. I let the parent take the lead and share that we can move with the child if they leave the room, take a break, or sit for a bit, change input, try again, or move on. As clinicians, observing these moments, the child's response, and how the parent navigates them can also provide us with valuable information and insight.
Can parent videos be helpful?
Absolutely. I ask families to record and share short video clips of their child playing at home, either independently, with siblings, or with parents/caregivers. These videos can provide insight into everyday routines and activities, as well as interactions, and can be especially helpful if a child is having an off day during the assessment.
Step #2: Start with Observation
Why do I begin with a parent-child play observation?
I begin every assessment with a 10–15 minute parent-child play observation. Starting here feels more like easing into the assessment rather than immediately jumping into questionnaires, protocols, and test materials. It also gives me time to observe, think, process, and decide which tests and questionnaires may be most helpful later in the evaluation. I've found that starting with observation helps children and caregivers feel more comfortable and provides a natural starting point for the family-centered coaching approach I use.
What am I looking for during the observation?
During the observation, I sit on the floor near the child and parent, watch, listen, and take notes. I'm more than just observing play skills; I'm gathering information about the child, the caregiver, and their interactions.
With the family's permission, I will video-record the assessment. Not only does this allow me to review interactions later, but it also provides a valuable way to document progress over time.
During the assessment, I use a form I created called the Parent-Child Play Observation. One small change that has made a big difference is converting it to a Google Form that I can access on my phone or tablet during assessments. I realized that juggling a clipboard, forms, and pages of notes sometimes created a barrier between the family and me. With a digital form, I can quickly capture observations and spend less time looking down at paperwork and more time focusing on the parent-child interaction.
These are a few things I look for during the observation:
• The child's strengths, interests, and preferences
• How long they stay engaged with toys and activities
• The types of toys and materials they gravitate toward
• Developmental level of play
• Imitation skills
• The caregiver's communication style and responsiveness
When do I join in?
After observing for a few minutes, I gradually join the interaction, try different strategies alongside the caregiver, and provide feedback throughout the session. I may share observations such as:
• "I noticed he imitated you more when..."
• "I really liked how you waited and gave him time to respond."
• "Did you notice what happened when we showed her a new way to use that toy?"
I also like to ask reflection questions:
• "What did you notice when we showed him how to use the toy in a new way?"
• "What did you notice when I matched his play and actions?"
• "What do you think helped her stay engaged a little longer?
Instead of telling parents what I observed, I use these reflective questions to give caregivers an opportunity to reflect and problem-solve, and often lead them to discover answers on their own. Those moments are absolutely powerful.
I have also found that these conversations and reflection questions establish a pattern that carries over into intervention. Parents then begin to expect opportunities to reflect, ask questions, and discuss what they noticed, what worked, and what they might try between sessions. In many ways, this becomes the foundation for the coaching conversations that continue throughout the intervention process.
Step #3: Discover supports that make a difference
One of the things I love about play assessments is that they give me an opportunity to do more than simply observe. They allow me to identify the supports and strategies I can provide to support a child to engage, interact, and develop their play skills.
So instead of focusing only on what the child can or cannot do, I want to understand what happens when different types and levels of support, or various strategies, are provided. Does a pause-and-wait time increase engagement? Does modeling help the child imitate an action? Do open-ended toys create more opportunities for interaction than closed-ended toys? Sometimes small changes can make a big difference in a child's participation and success.
Some things I like to try include:
- Open-ended versus closed-ended toys
- Different levels of modeling (adult models, pictures, visual supports)
- Changes in pacing , energy, and input
- Movement-based activities
- Following the child's lead
These small adjustments often reveal strengths, emerging skills, supports, and strategies that can help a child be successful. They also provide valuable information for goal development, intervention planning, caregiver coaching, and report writing.
How do I use this information?
I use a strengths-based approach when writing assessment reports. My goal is to paint a complete picture of the child, not simply list the skills they did or did not demonstrate during an assessment. I want to understand what captured their interest, what helped them participate, and what supports made a difference. Those are often the details that help me better understand the child and family and determine where to go next.
For example, instead of documenting that a child was unable to imitate an action with a toy, I may note that they were able to imitate the action when provided with a live model, time delay, and minimal gestural support. That information tells me much more than whether a skill was present or absent. It helps me identify the child's strengths and abilities, discover effective supports and strategies, and develop meaningful goals that facilitate play development.
Closing Thoughts
Sometimes the biggest insights come from the smallest steps. Making changes in how we prepare families, observe interactions, and explore what supports a child's development often yields information that goes far beyond assessment scores. These three small steps have helped me better understand children and families, identify strengths, and build the partnerships that are so important in early intervention.
As you think about your next play assessment, ask yourself, what is one small change you could make that might help you gather more meaningful information? You may also consider collaborating with your colleagues on these ideas, trying one of the steps, and reflecting on its impact on your assessments.
For more practical strategies, assessment tools, and resources related to play assessment, explore the course Assessment of Play Skills in Early Intervention.
