Forty children under three years of age referred for early childhood special education evaluation were randomly assigned to either a multidisciplinary, standardized assessment or a transdisciplinary, play-based assessment. Play-based assessments took less time to complete, resulted in favorable parent and staff perceptions, provided useful…

Early intervention professionals (N=95) rated their own knowledge and skills in 16 areas of competency. The paper analyzes the distinction between knowledge and skills, identification of item clusters, and changes in ratings over time. Findings provide partial support for the usefulness of self-ratings in the context of inservice education. (JDD)