The Universal Design for Play (UDP) Tool is an instrument designed to evaluate the presence of universal design (UD) features in toys. This study evaluated its psychometric properties, including content validity, construct validity, and test-retest reliability. The UDP tool was designed to assist in selecting toys most appropriate for children with a range of abilities and interests, including those with disabilities. Development of the UDP tool began as a panel of early childhood, disability, and design experts reviewed the seven principles of UD and employed these principles to guide the development of a list of related toy features. Four focus groups, comprised of toy designers, toy buyers (persons who by toys for multiple users, such as daycare providers, therapists, teachers, etc.), and parents of children with and without disabilities were conducted. Information regarding tool content, presentation, and potential use was gathered. A draft of the UDP tool included a grouping of the most salient features found in toys successfully used by children with a range of interests and abilities. A national field test involving 123 parent and professional participants was conducted. Of the group, 85 participated in reliability testing. The results indicated strong content validity, construct validity, and test-retest reliability. These results support the use of the UDP tool to identify toys for children with a range of interests and abilities. In addition, the use of the UDP tool can assist toy designers as they attempt to include the needs of children with a broader range of abilities when creating toys.
Get full access to this article
View all access options for this article.
References
1.
BesioS. (2004). Using assistive technologies to facilitate play by children with motor impairments: A methodological proposal. Technology and Disability, 16, 119–130.
2.
BradleyR. H. (1985). Social-cognitive development and toys. Topics in Early Childhood Special Education, 5(3), 11–30.
3.
BrendekampS.CoppleC. (Eds.). (1997). Developmentally appropriate practices in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
4.
BrockstedtH.LindquistB. (1981). Play and mental retardation. Stockholm. Retrieved January 24, 2003, from http://vnweb.hwwilsonweb.com.
5.
BrodinJ. (1996, November). Play in children with profound mental retardation. Paper presented at a Teacher Training course and at a Parent Education course for Ministry of Education, Salta, Argentina.
6.
BrodinJ. (1999). Play in children with severe multiple disabilities: Play with toys—a review. International Journal of Disability, Development and Education, 46(1), 25–34.
7.
BrodinJ. (1996, November). Play in children with profound mental retardation. Paper presented at a Teacher Training course and at a Parent Education course for Ministry of Education, Salta, Argentina.
8.
BrodinJ. (2005). Diversity of aspects on play in children with profound multiple disabilities, Early Child Development and Care, 175(7&8), 635–646.
CampbellP. H.WilcoxM. J. (2004). Briefing book: Tots 'n tech research Institute on assistive technology for infants and toddlers (Contract No. H327X010003). Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitative Services.
11.
DunstC. J.BruderM. B.TrivetteC. M.RaabM.McLeanM. (1998). Increasing children's learning opportunities through families and communities early childhood research institute: Year Two progress report. Asheville, NC: Orelena Hawks Puckett Institute.
12.
DunstC. J.HambyD.TrivetteC. M.RaabM.BruderM. B. (2000). Everyday family and community life and children's naturally occurring learning opportunities. Journal of Early Intervention, 23(3), 151–164.
13.
ElkindD. (1988). Play. Young Children, 43(5), 2.
14.
HallN. (1991). Play and the emergence of literacy. InChristieJ.F. (Ed.), Play and early literacy development (pp. 1–25). Albany: State University of New York Press.
15.
HammE. M.MistrettS. G.RuffinoA. G. (2006). Parental satisfaction with toys for young children with special needs. Journal of Special Education Technology, 21(1), 29–35.
16.
KaganS. L. (1990). Children's play: The journey from theory to practice. InKlugmanE.SmilanskyS. (Eds.), Children's play and learning: Perspectives and policy implications (pp. 173–187). New York: Teachers College Press.
17.
KlugmanE.SmilanskyS. (1990). Children's play and learning: Perspectives and policy implications. New York: Teachers College Press.
18.
KrafftK. C.BerkL. E. (1998). Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation. Early Childhood Research Quarterly, 13, 637–658.
19.
LaneS. J.MistrettS. G. (in press). Facilitating play in early intervention. In ParhamL. D.FazioL. (Eds.) Play in occupational therapy for children (2nd ed). St. Louis, MO: Mosby-Year Book, Inc.
20.
LindquistJ. E.MackW.ParhamD. L. (1982). A synthesis of occupational behavior and sensory integration concepts in theory and practice, Part 2: Clinical applications. American Journal of Occupational Therapy, 36, 433–437.
21.
MarconR. (2003). Research in review: Growing children: The physical side of development. Young Children, 58, 80–87.
22.
MissiunaC.PollockN. (1991). Play deprivation in children with physical disabilities: The role of the occupational therapist in preventing secondary disability. American Journal of Occupational Therapy, 45(10), 882–888.
23.
MistrettS. M.LaneS. L.RuffinoA. (2005). Growing and learning through technology: Birth to five. InEdyburnD.HigginsK.BooneR. (Eds.), The handbook of special education technology (pp. 273–307). Whitefish Bay, WI: Knowledge by Design.
24.
MooreR. C.GoltsmanS. M.IacofanoD. S. (1992). Play for all guidelines: Planning, design and management of outdoor play settings for all children. Berkeley, CA: MIG Communications.
25.
MullickA.SteinfeldE. (1997). Universal Design: What it is and isn't. Innovation, 16(1), 14–18.
26.
NPD Group. (2006). 2005 Toy industry sales. Retrieved April 11, 2006, from http://www.npd.com.
27.
North Carolina State University, Center for Universal Design. (1991). Principles of Universal Design, Version 1. Retrieved February 23, 2006, from http://www.ap.buffalo.edu/idea/Publications/.
ParhamL. D.PrimeauL. A. (1997). Play and occupational therapy. InParhamL.D.FazioL.A. (Eds.), Play in occupational therapy for children (pp. 2–21). St. Louis, MO: Mosby.
30.
PellegriniA. D.BoydB. (1993). The role of play in early childhood development and education: Issues in definition and function. InSpodekB. (Ed.), Handbook of research on the education of young children (pp. 105–121). New York: Macmillan.
31.
PortneyL. G.WatkinsM. P. (2000). Foundations of Clinical Research: Applications to Practice (2nd. ed.). Upper Saddle River, NJ: Prentice-Hall.
32.
QuilitchH. R.RisleyT. R. (1973). The effects of play materials on social play. Journal of Applied Behavior Analysis, 6, 573–578.
33.
RussS. W.RobinsA. L.ChristianoB. A. (1999). Pretend play: Longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12, 129–139.
34.
SingerD. G.SingerJ. L.PlaskonS. L.SchwederA. E. (2003). A role for play in the preschool curriculum. InOlfmanS. (Ed.), All Work and no play: How educational reforms are harming our preschoolers (pp. 59–101). Westport, CT: Greenwood Publishing Group.
35.
SmilanskyS. (1990). Sociodramatic play: Its relevance to behavior and achievement in school. InKlugmanE.SmilanskyS. (Eds.), Children's play and learning: Perspectives and policy implications (pp.18–42). New York: Teachers College Press.
36.
SmithP. K.ConnollyK. (1980). The ecology of preschool behavior. Cambridge, UK: Cambridge University Press.
SullivanM. W.LewisM. (2000). Assistive technology for the very young: Creating responsive environments. Infants and Young Children, 12(4), 34–52.
41.
Sutton-SmithB. (1986). Toys as culture. New York, NY: Gardner Press.
42.
SwinthY. (1998). Assistive technology in early intervention: Theory and practice. InCase-SmithJ. (Ed.), Pediatric occupational therapy and early intervention (2nd ed.), (pp. 277–298). Boston: Butterworth-Heinemann.
43.
ThompsonR. A. (2004). Development in the first years of life. InZiglerE. F.SingerD. G.Bishop-JosefS.J. (Eds.). Children's play: The roots of reading (pp.15–32). Washington, DC: ZERO TO THREE Press.
44.
United Nations General Assembly. (1959). Declaration of the rights of the child, resolution1386(XIV). Retrieved February 24, 2006, from http://www.unhchr.ch/html/menu3/b/25.htm.
45.
U.S. Department of Education. (2002). Twenty-fourth annual report to congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.
