Observational Assessment of Toy Preferences Among Young Children With Disabilities in Inclusive Settings

Abstract

Numerous investigations have demonstrated means of assessing preferences among students and adults with disabilities. In contrast, there has been little attention on preference identification among young children. We evaluated a preference assessment with 7 toddlers and preschoolers with disabilities in inclusive programs. First, identification of toy-play preferences was compared across three assessments that varied in amount of toy-play behavior sampled and time required for implementation (5-, 10-, and 15-session assessments). Second, results of the assessments were compared to staff opinion. Results indicated the most efficient assessment identified preferences that generally were consistent with preferences identified with the less time-efficient assessments. Results also indicated staff reports did not consistently indicate which toys were played with most frequently. Overall, results demonstrate an efficient means of determining preferences among young children with disabilities in inclusive settings. Results also suggest that staff opinion should not be relied on exclusively to determine preferences.

Teacher Report and Direct Assessment of Preferences for Identifying Reinforcers for Young Children

“…Therefore, early childhood educators may implement reinforcement programs to promote acquisition of age-appropriate skills (e.g., continence, Simon & Thompson, 2006;social skills, Zanolli, Paden, & Cox, 1997). However, the literature says little about what strategies early childhood educators use to select reinforcers, and only a few behavior-analytic studies have described preference assessments developed for young children in early education (see, e.g., Hanley, Cammilleri, Tiger, & Ingvarsson, 2005;Reid, DiCarlo, Schepis, Hawkins, & Stricklin, 2003).…”

Increasing Pretend Toy Play of Toddlers With Disabilities in an Inclusive Setting

“…The importance of toy play as a form of environmental engagement among young children is well accepted (Weinberger & Starkey, 1994;Wolery & Werts, 1994). It is also well recognized that young children with disabilities often engage in less toy play than their typically developing peers (Blasco, Bailey, & Burchinal, 1993), and frequently need special interventions to increase toy play (Blasco et al;Reid, DiCarlo, Schepis, Hawkins, & Stricklin, 2003).…”

An Integrated Approach to Detecting Communicative Intent Amid Hyperkinetic Movements in Children

“…However, undue stress is placed on the caregiver or clinician who serves as the patient's exclusive translator, and interpretation errors may abound (Happ, roesch, & Kagan, 2004). Studies have reported that systematic assessment of a patient's preference, for example, by counting "approach responses" (Pace, Ivancic, Edwards, Iwata, & Page, 1985), more accurately reflects a patient's choice than mere clinician belief, furthering the notion that clinician opinion should not be the sole interpretation of patient preference (Green, Gardner, & reid, 1997;reid, DiCarlo, Schepis, Hawkins, & Stricklin, 2003).…”