The Effects of Directed Play on Functional Toy Use and Interactions of Handicapped Preschoolers

Abstract

The purpose of the present study was to determine whether adult-directed play increases handicapped preschoolers' functional use of toys and whether an increase in functional use of toys affects social interactions with other classmates. A multiple baseline-reversal design across subjects was employed to evaluate the effectiveness of adult-directed training which consisted of toy selection, demonstration, and reinforcement. Results revealed that adult-directed play increased the handicapped preschoolers' functional use of toys; interactions were increased for two of the three subjects. Implications of these results are discussed.