Convergent assessment in a multicontext design was used to extend what is known about the development of preschool children with cognitive delays. Twenty-two children were observed during both an independent-play condition at home and a group free-play condition at school. Both categorical and sequential play activity were coded. Cognitive and communicative performance levels were established through the administration of the Battelle Developmental Inventory. Data were examined for patterns of association within and across contexts. Differential patterns of association among play variables emerged across contexts. Assessed developmental age was more predictive of play behaviors demonstrated in the independent play condition than in the classroom free-play condition. The findings highlight the need to consider contextual variation associated with play-based assessment and program development.
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