VIPAR Fillable

Instructions
Rubric
Scoring
Vilas Playroom Assessment Rubric (VIPAR) ©
Instructions
There is a dream playroom in all of our imaginations. Time,
space, budget constraints and infection control guidelines aside,
we all know what we would provide children and families if we
were able to do so. The VIPAR© is intended to present the best
possible scenario, and to measure how your playroom is meeting
the needs of all pediatric patients and families at your hospital.
Use this rubric as a quality checklist to assess playroom design
and operation. Score each category based upon observation and
investigation. Add together the 18 category scores to reach a
total. Use key at bottom of rubric to interpret total score. It can
be helpful to underline or highlight specific items to be improved
within each category.
Once a score is obtained, determine which improvements

are within the department’s control to improve. Set goals and
deadlines for improvement. This rubric is not intended to make
you feel that your playroom is substandard in any way. The
hope is that it will guide you towards making some small or
significant changes that will improve the quality of play
available in your hospital.
Deborah B. Vilas, MS, CCLS, LMSW ©2015 2

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Rubric
Category 3 = Meets Optimum Patient 2 = Meets Many Patient 1 = Meets Some Patient Score
Needs Needs Needs
1. Room Size o The playroom size is large o The playroom size o The room allows for no
enough for many children somewhat limits the more than several adults
and family members to number of children and & children to be there at
play comfortably adults who can be there at the same time
o There is generous space the same time o There is no space for gross
for gross motor activity o There is some space for motor activity
o Storage space is plentiful gross motor activity o Storage is inadequate
inside and outside the o Adequate storage space is and/or far away from the
playroom available inside or outside playroom
the playroom
2. Nature o The playroom has many o There are windows and o There are no windows, no
large windows and natural natural light natural light, no live
light o Some cabinets, shelves or plants, and no materials
o Cabinets, shelves and furniture are made with from the child’s natural
furniture are made with natural materials, such as environment
natural materials, such as wood o There is no pet therapy
wood o Sometimes programming program or activities that
o There is a horticulture allows for activities connect children to nature
program connecting children to
o Found objects in nature their natural environment
are incorporated into (bringing in snow for play)
materials and activities,
representing the child’s
natural environment
o Pet therapy programming
is available
o There is a fish tank in the
room
3. Universal o The room and all activities o The room and most o The child cannot access
Design and toys are accessible to activities and toys are room without adult help
Accessibility children who are either accessible to children who o Most activities and toys
ambulatory or in are either ambulatory or are inaccessible to
wheelchairs in wheelchairs children
o There is room for IV poles o There is room for IV poles, o There is little or no room
and personal items, plenty personal items, some for IV poles, personal
of outlets to plug IVs into, outlets to plug IVs into, items, few outlets to plug
and seating for all children and seating for most IVs into, and seating for
and caregivers children and caregivers few children and
o There are o There are some caregivers
accommodations to take accommodations to take o There are no
into consideration children into consideration accommodations taking
with special needs, such as children with special into consideration
sensory issues, immobility needs, such as sensory children with special
or developmental delays issues, immobility or needs, such s as sensory
o Activities and toys are developmental delays issues, immobility, or
adaptable to meet the o Activities and toys are developmental delays
needs of all children adaptable to meet the o Activities and toys are not

Needs Needs Needs
o Many sinks, chairs, tables needs of most children adaptable to meet the
and work surfaces are o Some sinks, chairs, tables, needs of most children
child-‐sized and conducive and work surfaces are o Sinks, chairs, tables and
to small group interaction child-‐sized and conducive work surfaces are not
to small group interaction child-‐sized or conducive to
small group interaction
4. Room Set Up: o There are distinct areas (or o The organization of the o The organization of the
Developmental playrooms) that address room shows some insight room shows little or no
Appropriateness various developmental into developmental needs insight into developmental
stages (infant, toddler, for gross or fine motor needs for gross or fine
preschooler, school-‐age, activity motor activity
adolescent) o There are distinct areas o There are no distinct areas
o Infant area/room has mat that address some of the that address some of the
for tummy time play, various developmental various developmental
mirrors at ground level, stages (infant, toddler, stages (infant, toddler,
and accessible toys on low preschooler, school-‐age, preschooler, school-‐age,
shelves adolescent) adolescent)
o The organization of the o Many toys & activities are o Most toys are inaccessible
room shows widespread accessible without adult without adult assistance
insight into developmental assistance
needs for gross and fine
motor activity
o Toys and activities are
accessible without adult
assistance
5. Hours & o The playroom is open and o The playroom is open and o The playroom is not open
Staffing staffed daily for a staffed daily for a portion daily
significant portion of the of the day o It is not staffed often
day and evening o Children are welcome with when it is open
o Children are able to access and without caregivers o Children are not welcome
playroom easily and all are o There is either inpatient or without caregivers
welcome with and without outpatient access
caregivers
o There are playrooms or
times for both inpatient
and outpatient access
6. Staff Training o Playroom staff and o Playroom staff has o Playroom staff has
volunteers have had skills-‐ received theoretical received no formal
based and theoretical training in the value of training in the value of
training in the value of play and at least one play play, play theory, or play
play and a variety of play technique techniques
techniques o These include but are not
o These include but are not limited to child-‐centered
limited to child-‐centered play, the Greenspan
play, the Greenspan Floortime© approach,
Floortime© approach, loose parts, and filial play
loose parts, and filial play.
7. Family o All family members are o Family members are o Siblings are not permitted
Centered Care welcome at all times welcome playroom access due to

Needs Needs Needs
o There is programming for o There are certain times or infection control
siblings spaces for siblings to play
o Siblings are welcome with o Siblings need to be
or without caregivers accompanied by a
caregiver
8. Cultural o When a child walks in, o There are several signs of o There are few or no signs
Competency s/he sees him/herself and multiculturalism of diversity in the décor
culture represented in represented in décor, o Diverse toys, art materials
o Language books or toys or books are not available
o Décor
o Toys
o Found objects in
nature
o Books
o Art materials
o There are familiar items
representing the child and
his/her community
9. Gender o The room offers décor and o There are some gender-‐ o The toys and décor are
Sensitivity toys that are gender-‐ neutral toys available gender specific and
neutral promote gender
o Children are encouraged stereotypical play
to play with all toys and o Toys are categorized or
not deterred from crossing labelled by gender
gender boundaries (eg:
Girls can play with trucks,
boys can play with dolls)
o Toys and materials are not
categorized or labeled by
gender
10. Non-‐Medical o There is a policy stating o There is a policy stating o There is no policy stating
Zone Policy that invasive medical care that invasive medical care that invasive medical care
and assessment are not and assessment are not and assessment are not
permitted in the room permitted in the room permitted in the room
o The policy is consistently o It is not always enforced
enforced and respected or respected
11. Technology o Up-‐to-‐date technology o Some technology is o There is no technology
Access & Policy (video games, internet available available or there are no
access) is available to o There are informal policies policies governing its use
appropriate age set governing its use o Room is not a TV free zone
o There are policies o The policy is not always
governing the enforced or respected
developmentally
appropriate use of
technology, including
following AAP guidelines
for screen time limits
o Playroom is a TV free zone
except for video game

Needs Needs Needs
playing and movie events.
The policy is consistently
enforced and respected
12. Toy Cleaning o There is a written policy o There is an informal policy o Toy cleaning is haphazard
Policy regarding toy cleaning that regarding toy cleaning
is adhered to that is adhered to
o There are clearly marked
bins for dirty toys in a safe
place
13. Theft o There is a written policy o There is a written policy o There is no theft
Deterrence regarding how to deter regarding how to deter deterrence policy
Policy theft and loss of toys, theft and loss of toys,
including: including some of these
o A lending policy components:
o Toys being clearly o A lending policy
marked a property of o Toys being clearly
the playroom marked a property of
o Appropriate signage the playroom
o Locked storage space o Appropriate signage
o Toys being routinely o Locked storage space
picked up and returned o Or toys being routinely
to playroom by staff or picked up and returned
volunteers to playroom by staff or
volunteers
14. Types of o There is an abundance of o There are some open-‐ o There are hardly any
Toys open-‐ended, ended, developmentally open-‐ended,
developmentally appropriate toys that developmentally
appropriate toys that encourage symbolic and appropriate toys that
encourage symbolic and expressive play: encourage symbolic and
expressive play: o Loose parts and expressive play:
o Loose parts and sensory play (blocks, o Loose parts and
sensory play (blocks, water and sand tables) sensory play (blocks,
water and sand tables, o Infant & toddler toys water and sand tables,
dolls, playhouse (noisemakers, nesting dolls, play-‐house
materials, miniatures, blocks, large pop-‐ materials, miniatures,
animals, dress up beads, cause & effect animals, dress up
materials, rescue toys, toys) materials, rescue toys,
art materials) o Preschool toys (dolls, art materials)
o Infant & toddler toys playhouse materials, o Infant & toddler toys
(noisemakers, nesting miniatures, animals, (noisemakers, nesting
blocks, large pop-‐ dress up materials, blocks, large pop-‐
beads, cause & effect rescue toys, art beads, cause & effect
toys) materials) toys)
o School-‐aged toys (table o School-‐aged toys (table o School-‐aged toys (table
games, puzzles and games, puzzles and games, puzzles and
open-‐ ended art open-‐ ended art open-‐ ended art
materials & crafts materials & crafts) materials & crafts
o Adolescent activities o Adolescent activities o Adolescent activities
(pool table, ping pong (pool table, ping pong (pool table, ping pong

Needs Needs Needs
table, air hockey) table, air hockey) table, air hockey)
o Gross motor toys and
vehicles for climbing,
rolling, pedaling and
rocking
15. Condition of o All toys have all of their o Many toys have all of o Many toys have missing
Toys components their components components
o Clear labeling, signage and o Clear labeling, signage and o Signage and infection
policies for infection policies for infection control policies are
control make clean toys control make clean toys missing or are not clear to
accessible for playroom accessible for playroom staff, volunteers or family
and in room use and in room use in most members
o Staff, volunteers and instances
family members can easily o Staff, volunteers and
follow the policies family members can
follow the policies
16. Activities o There are daily scheduled, o There are weekly o There are no scheduled,
staff led therapeutic scheduled, staff led staff led activities
activities. These include activities. These include o If such activities occur,
directive and non-‐directive directive and non-‐ they are rarely therapeutic
medical play activities directive medical play and tend to be close-‐
such as: activities such as: ended
o hospital bingo o hospital bingo o There is no organization to
o volcanoes o volcanoes promote attendance
o open medical play o open medical play o There is rarely enough
o directive medical play o directive medical play staffing or resources for
o medical art o medical art bedside play activities for
o Children may participate o Organization is informal children who cannot leave
or not as they please and may or may not be their rooms
o There is organized and advertised
proactive advertisement o There is often enough
(overhead staffing and resources for
announcements, bedside play activities for
schedules, flyers and one-‐ children who cannot leave
one invitations) to their rooms
encourage participation
o There is always enough
staffing and resources for
bedside play activities for
children who cannot leave
their rooms
17. Medical Play o There is a well-‐stocked o There are some medical o There are no medical play
medical play area in the play materials accessible toys visible or accessible
room. Items include: to all children
o Doll bed
o Dolls representing
various skin colors
o Real and play medical
equipment

Needs Needs Needs
o Pencils
o Paper
o Play phone
o Toy microscope
o Bandaids©
o Tape
o Gauze
o Syringes (safely
deactivated)
o Tubing
o Alcohol preps
o X-‐ray
o IV pole
18. Books & o Literacy is present through o Some signs of literacy are o There are few if any books
Literacy signage and labeling of present through labeling available
toys and materials in the or artwork o Artwork, toys and areas
children’s native language o There is some accessible are not labeled
o There is a developmental reading material across
range of accessible the developmental range
reading material, including o The books represent some
therapeutic books that range of cultural diversity
address hospitalization,
self-‐ esteem and body
issues
o The books represent a
wide range of cultural
diversity
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TOTAL
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Scoring
Meets Optimum Patient Needs: 45-‐54
Meets Many Patient Needs: 36-‐44
Meets Some Patient Needs: 28-‐35
Needs Significant Improvement: 18-‐27


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Instructions

Once a score is obtained, determine which improvements

Deborah B. Vilas, MS, CCLS, LMSW ©2015 2

Deborah B. Vilas, MS, CCLS, LMSW ©2015 8

Deborah B. Vilas, MS, CCLS, LMSW ©2015 9

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