This study compared the efficacy of no choice and choice of preferred engagement stimuli to reduce escape-maintained disruptive behavior of pupils in kindergarten with developmental disabilities in inclusive classes. This study demonstrated how functional behavior assessment can be conducted in a school setting to determine the functional relationship between escape-maintained disruptive behavior and preferred engagement stimuli. The treatments were alternated. While both treatments were effective at reducing escape-maintained disruptive behavior, the results demonstrated a greater reduction with a choice of preferred engagement stimuli. The study extended the use of the choice of preferred engagement stimuli to young children and included an evaluation of the treatments via a social validity measure completed by the teachers.