Abstract
The present paper describes procedures that were designed to promote the toy play of a group of severely/profoundly mentally retarded children in a classroom setting. Time sampling procedures were used to assess the students' play behavior during a 30-minute play period. Group and individual interventions were established based on the pretests and probe tests. Changes were made according to student needs, based on the data collected. The results that are presented and discussed suggest improvements in the students' toy play.
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