Increasing pretend toy play of toddlers with disabilities in an inclusive setting.

Five toddlers with developmental delays were in an inclusive classroom. Staff set up toy centers and gave prompts plus praise to spark pretend play.

The team tracked how often each child played with toys in make-believe ways during regular free-play times.

Every toddler started using pretend play more often after the centers opened and staff gave cues.

Their play rates moved closer to the typical peers sharing the room.

Sherratt (2002) tried a longer, step-by-step prompt fade with slightly older preschoolers who had autism. Both studies show you can grow symbolic play with simple adult help.

Springer et al. (1981) saw weak pretend play in older autistic kids matched for mental age. That lab picture looks opposite, but the kids were older and tested without toys or peers. The new study shows inclusive centers plus prompts can flip the deficit.

Kok et al. (2002) compared structured versus loose play for preschoolers with autism. Both styles helped, echoing the idea that playful setups plus light adult input work.

You can boost pretend play fast by setting out themed toy centers and giving quick prompts and praise. No extra pull-out sessions, no fancy materials. Try it during free play in any inclusive toddler room. Watch if play keeps climbing, then fade your cues.