Embedding Sensory Preference Into Toys to Enhance Toy Play in Toddlers With Disabilities

DiCarlo, Cynthia F.; Schepis, Maureen M.; Flynn, Linda L.

doi:10.1097/iyc.0b013e3181abe1a1

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…Studies in which young children with autism or developmental disabilities participated, suggested that sensory attributes of materials invite children to explore (VanDerHeyden et al, 2002) and acted as ICED19 reinforcements for self-stimulatory and new play behaviour. Furthermore, toys having a preferred sensory attribute increased the number of times they were selected (Dicarlo, 2004). In the field of consumer products, by the age of 2, children were able to express their preference on colour (red, blue, yellow), form (geometric, organic) and texture (glossy, rough, soft) characteristics in order to establish their predominant preferences (Correia et al, 2012).…”

Section: Factors Influencing Children's Preferencesmentioning

confidence: 99%

Design Considerations for Therapeutic Devices - An Investigation of Pre-Schoolers’ Preferences for an Artefact’s Basic Characteristics

Balzan

Farrugia

Casha

et al. 2019

Proc. Int. Conf. Eng. Des.

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Toys are children's first consumer products and while playing they acquire numerous skills, learn about their environment and socialise with other children and adults. Toys are adapted and used by clinicians as therapeutic devices because they allow them to create bonds and communicate with children. Aesthetical aspects should be considered early in the design process, especially since pre-schoolers’ views are still dominated by the appearance of artefacts, also known as, the perceptual salient characteristics. The study of emotions mediates the understanding of the relationships between a product, user and the process with which consumers set up preferences over products. Decisions taken in each design stage will influence whether therapeutic devices will be enjoyed by children. An experiment was carried out to test out pre-schoolers’ preferences on individual attributes: form, dimension, material (hardness and weight) and surface (appearance and texture). This study exposed dominant characteristic preferences and the fact that some are influenced by gender and age. Employing these findings in therapeutic devices will enable clinicians to better engage the children during therapy.

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Section: Factors Influencing Children's Preferencesmentioning

confidence: 99%

Design Considerations for Therapeutic Devices - An Investigation of Pre-Schoolers’ Preferences for an Artefact’s Basic Characteristics

Balzan

Farrugia

Casha

et al. 2019

Proc. Int. Conf. Eng. Des.

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“…Appropriate solitary play is, by definition, incompatible with challenging behavior, and research has helped to identify how to most effectively teach these skills. For instance, Baker (2000) and DiCarlo, Schepis, and Flynn (2009) demonstrated that manipulating play materials increased the likelihood that children will play with them. Paterson and Arco (2007) observed that children's play behaviors with toys were more likely to generalize to similar toys, establishing a strategy for expanding the breadth of toy play.…”

Section: The Big Fourmentioning

confidence: 99%

The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

Ala’i-Rosales

Cihon

Currier³

et al. 2018

Behav Analysis Practice

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Current practice guidelines suggest that the assessment and treatment of challenging behavior should consist of conducting a functional behavior assessment following the onset of problem behavior. This assessment process can include indirect and direct assessment, as well as manipulation of variables to determine function. The purpose of this article is to outline a proposal that would add prevention practices to early intervention guidelines for problem behavior. Based on decades of research, the suggestion is to proactively teach children at risk for problem behavior to navigate four of the most common conditions that have been demonstrated to occasion problem behavior. Prevention is made a possibility because a large body of research examining the conditions under which challenging behavior occurs has been reliably replicated. Preventative approaches are an emerging phenomenon and reflect a progression in the practice of behavior analysis. Prevention may lead to acquisition of prosocial behavior before problems arise, to expedited and enhanced treatment, to increased access to favorable learning environments, and, we hope, to improvement in the quality of life for many children at risk for the development of problem behavior.

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Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

Dennis

Stockall

2014

Early Childhood Educ J

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Embedding Sensory Preference Into Toys to Enhance Toy Play in Toddlers With Disabilities

Cited by 6 publications

References 19 publications

Design Considerations for Therapeutic Devices - An Investigation of Pre-Schoolers’ Preferences for an Artefact’s Basic Characteristics

Design Considerations for Therapeutic Devices - An Investigation of Pre-Schoolers’ Preferences for an Artefact’s Basic Characteristics

The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers

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