Free-play behavior of atypical children: An approach to assessment

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Abstract
Children's free-play behavior and its relationship to IQ and usefulness in assessing severely disturbed children were investigated. The results indicated that (1) the play of 100 normal children scored for quality and time generally yielded significant positive correlations with Binet and WPPSI IQs; (2) the correlations remained the same when verbalizations were deleted from the play protocols; (3) the play scores for 16 severely disturbed boys significantly differentiated two subgroups differing in degree of pathology, showed significant improvement from the pre- to posttreatment periods, and indicated pretreatment scores were significantly and positively correlated with improvement assessed by observer ratings in a 2-year follow-up. Implications for the use of this measure in assessment and the role of play in development were discussed.