Increasing toy play among toddlers with multiple disabilities in an inclusive classroom: a more-to-less, child-directed intervention continuum.
Let the child pick the toy first; light adult help only if needed tripled play in toddlers with disabilities.
01Research in Context
What this study did
Three toddlers with multiple disabilities were in an inclusive classroom.
The team wanted more toy play like the typical kids.
They used a child-first plan: let each child pick a favorite toy, then added light prompts or praise only if needed.
What they found
Toy play rose for every toddler.
Two of the three played as much as their typical classmates.
Adults stepped back quickly because the kids led the way.
How this fits with other research
Granieri et al. (2020) looked at 27 single-case play studies and says most work, but many lack strong design. Putnam et al. (2003) is one of those earlier studies the review counts.
Robertson et al. (2014) later tested least-to-most prompting with autistic preschoolers using board games. They also saw gains, yet kids needed steady help to keep playing. The 2003 continuum starts even lighter and fades faster.
Simpson et al. (2001) watched autistic preschoolers in the same kind of room and found almost no play or peer talk. That gloomy baseline makes the 2003 gains look even bigger — the two papers don’t clash, they just show before-and-after.
Why it matters
You can copy the child-first rule tomorrow. Place three favorite toys within reach, let the toddler choose, and watch. Add a simple prompt or praise only if play stalls. This keeps therapy natural, builds independence, and fits right into circle time or free play.
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02At a glance
03Original abstract
We evaluated a more-to-less, child-directed continuum of interventions to increase toy play among toddlers with multiple disabilities in an inclusive classroom. In keeping with recommended practices in early intervention, all procedures were conducted within the toddlers' classroom. Following initial observations of three toddlers (under 3 years of age) that indicated toy play was less frequent than that of their typically developing peers, preference assessments were conducted of selected toys. The toddlers were then provided with repeated choices of preferred toys in a child-directed manner. Two of the toddlers subsequently received staff prompts and praise for toy play, representing a less child-directed (i.e., more staff-directed) intervention component, in addition to choices of preferred toys. Overall, toy play as well as nonprompted toy play increased for one toddler during the former condition and for two toddlers during the latter condition. For two of the toddlers, toy play increased to a level commensurate with that of their classmates who did not have disabilities. Small increases also occurred in the number of toys played with by each toddler. Results are discussed in terms of how intervention procedures can be applied along a more- to less-child-directed continuum based on individual child responsiveness to respective procedures. Areas for future research discussed include applying the continuum with other child behaviors, including more advanced toy play.
Research in developmental disabilities, 2003 · doi:10.1016/s0891-4222(03)00025-8