The provision of choice making is frequently cited as an indicator of developmentally appropriate practice for young children with and without disabilities; however, there is little empirical evidence regarding the rate of delivery of choices within the preschool classroom. The delivery of intervention strategies by a classroom-based interdisciplinary team also is not well documented. This study provides a description of 804 observed choices provided to young children (2 and 3 years of age) in 2 inclusive preschool classrooms by interdisciplinary team members from the disciplines of education, speech and language pathology, occupational therapy, and physical therapy. Choices provided to children were analyzed by rate, type, presentation method, location in the classroom, and discipline of the staff member providing the choice. The discussion includes implications of the study for practice and future research.
Department of Educational Psychology and Special Education, Georgia State University, Atlanta (Drs Jolivette and Steed); Department of Special Education and, Rehabilitation Counseling, University of Kentucky, Lexington (Dr McCormick); and Department of Curriculum and Instruction, Morehead State University, Morehead, Kentucky (Dr McLaren).
Corresponding Author: Kristine Jolivette, PhD, Department of Educational Psychology and Special Education, Georgia State University, PO Box 3979, Atlanta, GA 30302 (firstname.lastname@example.org).