Table of Contents

1. Introduction to the DPA-P 2. The Importance of Play in Development 3. Categories of Play and Their Definitions 4. Administration of the DPA-P and Summary Evalution of Performance 5. How To Use the DPA-P Coding System 6. Activities to be Recorded and Not Recorded 7. Guidelines for Scoring Categories of Play Activities 8. Training Program 9. Guidelines for Constructing Toys for DPA-P 10. Using the DPA-P Results to Design Interventions 11. Technical Information 12. Epilogue

About the Author

Karin Lifter is Professor of Applied Psychology at Northeastern University in Boston. She earned her PhD in developmental psychology from Columbia University in New York, and pursued postdoctoral training in developmental disabilities from the University of Massachusetts Amherst. She conducts descriptive and intervention studies on the play, language, and social development of young children with and without disabilities.

Emanuel J. Mason is Professor Emeritus of Applied Psychology and School Psychology, Northeastern University, and Professor Emeritus of Educational Psychology, University of Kentucky. He earned his EdD in school psychology from Temple University in Philadelphia. His research and teaching include educational research methods and development of reasoning in children and adults.

Amanda M. Cannarella is an adjunct professor and educational consultant in the state of Massachusetts. She earned her PhD at Boston College in applied developmental and educational psychology.

Ashley D. Cameron is a licensed psychologist and Nationally Certified School Psychologist in the state of Massachusetts. She earned her PhD at Northeastern University, Boston, and completed her training at Franciscan Children’s Hospital and in public and charter schools. Currently, she serves as a school psychologist in Boston Public Schools.