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We evaluated a program for increasing pretend toy play of 2-year-old children with disabilities in an inclusive classroom. Classroom personnel implemented the program, which involved choices of classroom centers containing toys that tend to occasion pretend play in toddlers without disabilities, along with prompting and praise. Increases occurred in independent pretend-play rates among all 5 participating toddlers. Results are discussed regarding the importance of promoting toy play of very young children with disabilities that is similar to the type of play of their nondisabled peers, and the need to identify critical program components that are applicable in inclusive settings.

Limited participation and sampling of stimuli by children in early childhood programs may restrict opportunities to respond and limit learning. The purpose of this study was to extend the concept of within-stimulus prompting (Schreibman, 1975) for use in an early intervention classroom to occasion play with previously low-contact toys in previously low-contact centers for two children. Kaitlyn was 27 months old and diagnosed with Down syndrome. Greg was 29 months old and diagnosed with autism. A reversal design was used to evaluate experimental conditions. For Kaitlyn, adult prompting more effectively occasioned toy play. For Greg, the within-stimulus prompt effectively occasioned play with planted stimuli in previously low-contact centers following the within-stimulus with adult prompt phase and return to baseline.This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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