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The validity and reliability of the Test ofPlayfidness is examined.
Abstract
Since play wears many faces, occupational tlterapists (OTs) are concerned with the ways it may be expressed. Because adaptability is an important by-product of approaching activity in a playful manner, playfulness is a valuable outcome of occupational therapy. The Test ofPlayfidness (ToP) is an observational assessment requiring no special equipment. It represents a conceptualization of playfulness drawn from the literature. Tlxe purpose of this paper was to trace the development of the ToP and examine its preliminary construct and concurrent validity and inter-rater reliability. Validity and reliability were examined using the many-faceted Rasch analysis. Concurrent validity was examined by comparing children's ToP scores with tlteir scores on the Children's Playfulness Scale. Results suggested that the ToP is both valid and reliable when applied to children, with or witlwut disabilities, between 15 months and 10 years.
Key words: play * test development * Rasch analysis
Occupational therapists (OTs) are interested in play for a variety of reasons. First, play is a primary occupation of children (Bundy, 1992; Parham & Fazio, cited in Bundy, 1997). Since it is a primary occupation, the improved ability to play is a desired outcome of occupational therapy (Michelman, 1971, 1974; Takata, 1974). Further, play often is used to evaluate children's development and skills (Florey, 1971, 1976; Knox, 1974). Finally, an important by-product of playfulness (the disposition to play) is the development of adaptability (Sutton-Smith, 1970). All people, but especially people with disabilities, must adapt easily and be competent problem solvers to live successfully in their environments.
The value of play has been acknowledged universally, but a common definition has eluded play theorists. Play has been defined by many individuals from many fields in many different ways. OTs recognize the value of play. Play activities develop skills (Anderson, Hinojosa, & Strauch, 1987). Play is for learning (Florey, 1971; Takata, 1971). Play is the child's work (Matsutsuyu, 1971). Play enables learning because it is non-serious. Play leads to development of the ability to use symbols (Kielhofner, 1982). However, OTs have viewed play primarily as a modality for promoting or evaluating other skills (e.g., motor, cognitive) (Couch, 1996; Stone, 1991).
Until recently, only Reilly (1974) and some of her students described improved...