Increasing Toy Play among Toddlers with Multiple Disabilities in an Inclusive Classroom: A More-to-Less, Child-Directed Intervention Continuum.

DiCarlo, Cynthia F.; Reid, Dennis H.; Stricklin, Sarintha B.

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Peer reviewed

ERIC Number: EJ671443

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0891-4222

EISSN: N/A

Increasing Toy Play among Toddlers with Multiple Disabilities in an Inclusive Classroom: A More-to-Less, Child-Directed Intervention Continuum.

DiCarlo, Cynthia F.; Reid, Dennis H.; Stricklin, Sarintha B.

Research in Developmental Disabilities, v24 n3 p195-209 May-Jun 2003

A study evaluated a more-to-less, child-directed continuum of intervention to increase toy play among six toddlers with multiple disabilities. Toddlers were provided with repeated choices of preferred toys in a child-directed manner. Nonprompted toy play for two toddlers increased. Toy play also increased for another child after staff prompts and praise. (Contains references.) (Author/CR)

Descriptors: Child Development, Classroom Techniques, Early Childhood Education, Early Intervention, Inclusive Schools, Multiple Disabilities, Play, Self Determination, Student Needs, Toddlers, Toys

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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