Children first establish the foundations of subsequent social interactions by learning basic toy manipulations skills (Weiss and Harris, 2001). Once the child has established these skills in isolation, they can then be expanded into the symbolic and dramatic levels of play. For children who do not display these foundational toy play skills, the likelihood of isolation in inclusive settings is greater. A multiple baseline design across students and stimuli (i.e., toys) was used to test the effectiveness of an intervention package that included three Evidence Based Practices, Visual Supports, Scripts, and Least to Most Prompting. The following study included three preschool age children (i.e., 4–5) with identified Developmental Disabilities who were participating in an inclusive classroom at a local early learning center. Results of this study indicate an increase in level of play following the implementation of the intervention package. Students were able to progress from basic levels of play (e.g., non-functional sensory-based interactions) to more imaginative dramatic levels of play. In addition, students demonstrated the ability to go beyond the play script by bringing in additional play materials and expanding the interactions between objects. Implications for practice and suggestions for future research are described.

中文翻译：

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通过视觉结构化的任务和为有发育障碍的幼儿编写脚本来扩展玩具游戏

儿童首先通过学习基本的玩具操作技能来建立后续社交互动的基础（Weiss 和 Harris，2001 年）。一旦孩子独立地建立了这些技能，他们就可以扩展到象征性和戏剧性的游戏水平。对于没有表现出这些基本玩具游戏技能的孩子，在包容性环境中被孤立的可能性更大。跨学生和刺激物（即玩具）的多基线设计用于测试干预包的有效性，该干预包包括三个基于证据的实践、视觉支持、脚本和最少到最多提示。以下研究包括三名已确定有发育障碍的学龄前儿童（即 4-5 岁），他们正在当地早期学习中心参加包容性课堂。这项研究的结果表明，在实施一揽子干预措施后，游戏水平有所提高。学生能够从基本的游戏水平（例如，非功能性的基于感官的互动）发展到更具想象力的戏剧性游戏水平。此外，学生通过引入额外的游戏材料和扩展对象之间的相互作用，展示了超越剧本的能力。描述了对实践的启示和对未来研究的建议。学生们通过引入额外的游戏材料和扩展对象之间的交互，展示了超越剧本的能力。描述了对实践的启示和对未来研究的建议。学生们通过引入额外的游戏材料和扩展对象之间的交互，展示了超越剧本的能力。描述了对实践的启示和对未来研究的建议。