This study evaluated the effects of an experimenter-delivered choice-making procedure. Three nonambulatory and partially ambulatory preschoolers were given access to six teacher-nominated preferred toys in two conditions: child choice and interventionist choice. Using an alternating treatment design and a 10-second momentary time-sampling procedure, results showed that children were comparably engaged with the toys in both conditions. Results are discussed in terms of implementing choice procedures with very young children with severe disabilities. Suggestions for further study of the effects of choice using comprehensive preference assessment strategies and considerations of individual participant characteristics are discussed.
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