The methods of 27 studies that focused on the toy play of young children with mental retardation were reviewed with respect to sample characteristics, contextual parameters, and type of measurement. Considerable variability was evident across and within studies with respect to these methodological considerations. It should be noted that researchers frequently neglect to include potentially valuable methodological information. Given the variability and lack of specificity in reporting important information, care therefore is needed in the interpretation and generalization of research outcomes. Differences across studies, combined with the small number of studies examined in this article, highlight the need for continued research into issues surrounding the play of young children with mental retardation. Suggestions for future research are described.
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