Transdisciplinary Play-Based Intervention, Second Edition (TPBI2)

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Transdisciplinary Play-Based Intervention, Second Edition (TPBI2)
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Toni W. Linder, Ed.D.
Early Childhood
Create customized play-based interventions based on TPBA2 assessment results that help children make real progress across four domains—sensorimotor, emotional and social, communication, and cognitive.
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$59.95
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STOCK NUMBER ISBN
68721 978-1-55766-872-1
COPYRIGHT PAGES
2008 672
AVAILABILITY
Available Stock

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Create customized play-based interventions that help children make real progress across four domains—sensorimotor, emotional and social, communication, and cognitive. With Transdisciplinary Play-Based Intervention, Second Edition (TPBI2), early childhood professionals will learn how to

  • address global outcomes as well as specific functional processes and behaviors as targets for intervention
  • scaffold intervention with a continuum of approaches, ranging from adult-directed to child-directed
  • support caregivers and children in learning strategies and skills to use throughout the day in natural environments
  • encourage generalization of skills across contexts and environments
  • evaluate child progress

The thoroughly updated second edition of TPBI2 features

  • Strong foundation in DEC and NAEYC guidelines
  • OSEP child outcomes crosswalk
  • Expanded content on critical topics such as literacy, vision, hearing, and daily living skills
  • Explicit links between assessment and intervention

With TPBI2, professionals will find it even easier to conduct effective, practical interventions that really improve young children's outcomes.

Learn more about the TPBA and TPBI system.

Watch a recorded webcast on the TPBA/I system

See how this product helps strengthen Head Start program quality and school readiness.

About the Authors

Preface

Acknowledgments

1. A Review of Transdisciplinary Play-Based Intervention

2. Planning Considerations for TPBI2

3. Facilitating Sensorimotor Development

I. Strategies for Improving Functions Underlying Movement
with Anita C. Bundy

II. Strategies for Improving Gross Motor Activity

III. Strategies for Improving Arm and Hand Use
with Susan Dwinal and Anita C. Bundy

IV. Strategies for Improving Motor Planning and Coordination
with Anita C. Bundy

V. Strategies for Improving Modulation of Sensation and Its Relationship to Emotion, Activity Level, and Attention
with Anita C. Bundy

I. Strategies for Improving Sensorimotor Contributions to Daily Life and Self-Care
with Anita C. Bundy

4. Strategies for Working with Children with Visual Impairments
Tanni L. Anthony

5. Facilitating Emotional and Social Development

I. Strategies for Improving Emotional Expression
II. Strategies for Improving Emotional Style/Adaptability
III. Strategies for Improving Regulation of Emotions and Arousal States
IV. Strategies for Improving Behavioral Regulation
V. Strategies for Improving Sense of Self
VI. Strategies for Improving Emotional Themes in Play
VII. Strategies for Improving Social Interactions

6. Facilitating Communication Development

I. Strategies for Improving Language Comprehension
II. Strategies for Improving Language Production
with Natasha Hall
III. Strategies for Improving Pragmatics
IV. Strategies for Improving Articulation and Phonology
V. Strategies for Improving Voice and Fluency
with Renee Charlifue-Smith
VI. Strategies for Improving the Function of the Oral Mechanism for Speech Production
VII. Strategies for Improving Hearing and Communication
with Jan Christian Hafer

7. Facilitating Cognitive Development

I. Strategies for Improving Attention
II. Strategies for Improving Memory
III. Strategies for Improving Problem Solving
IV. Strategies for Improving Social Cognition
V. Strategies for Improving Complexity of Play
VI. Strategies for Improving Conceptual Knowledge

8. Strategies for Supporting Emerging Literacy
with Forrest Hancock

Index

Reviews

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Reviews

: The 18th Mental Measurement Yearbook - May 11, 2011
"Few other assessment and intervention programs can offer as extensive and converging perspectives as does the TPBA2 and TPBI2. The TPBA2 is strongly recommended for early childhood intervention assessments."
: Focus on Autism and Other Developmental Disabilities - July 27, 2010
"The ability to collaborate with other professionals, facilitate the involvement and empowerment of families in assessment and intervention, and provide services in natural settings are skills that are keys to success in practice . . . the transdisciplinary system described in the TPBA2 and TPBI2 is one that readily promotes these skills."
Shannon Haley-Mize, Early Interventionist, Institute for Disability Studies, University of Southern Mississippi - April 30, 2008
"Allows the family to be actively involved in the assessment, calls attention to play behaviors and engagement, and provides rich information that proved useful to intervention planning. TPBA/I are pivotal to providing quality services within the child's natural environment and integrating the child's goals into daily activities and routines."
Margie Larsen, Preschool Consultant, Educational Diagnostician - April 30, 2008
"Embedded in child development theory and research, TPBA/I 2 have revolutionized assessment methodologies for preschool age children . . . consistently yields comprehensive, rich data as evidence to develop intervention teaching strategies that address the development of the whole child."
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