Piloting Outcome Measures for a Play-Based Intervention for Preschoolers With Developmental Language Disorder and Executive Function Difficulties

Purpose: This pilot project aimed to examine whether various outcome measures could capture changes in play, language, and social interaction skills following a play-based intervention for children with developmental language disorder (DLD) and executive function (EF) difficulties. A secondary aim was to determine the feasibility of administering each measure in a busy pediatric outpatient clinic. Method: Using a prospective case series design, three mother–child pairs participated in a 9-week collaborative pretend play intervention that incorporated the use of a visual planning tool (Play Plan). Four outcome measures (Concise Symbolic Play Scale [CSPS], Play Discourse [PlayDisc], Negotiation Discourse [NegDisc], and the Focus on the Outcomes of Communication Under Six [FOCUS]) were administered before and after intervention to capture changes in play, social skills, and discourse related to symbolic and pretend play. Results: While individual performance varied, the results showed clinical improvements in play and language, as measured by the CSPS, PlayDisc, NegDisc, and FOCUS. The FOCUS was also useful in capturing changes in attention and social interaction. The CSPS and FOCUS seem to be the most feasible outcome measures due to their shorter administration times; however, PlayDisc and NegDisc (collected via language transcripts) also added valuable, clinically relevant insights. Conclusions: The results of this pilot work suggest that the CSPS and FOCUS can feasibly be used to assess progress in play, attention, language, and social interactions following a play-based therapy program in a pediatric outpatient setting. Additionally, case-level data suggest that the intervention may lead to positive outcomes, including increased opportunities for social interaction with peers. Supplemental Material: https://doi.org/10.23641/asha.34810029