Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of…

Social toys and isolate toys were presented to 24 children (ages 3-5). The older children displayed more social interactions in the social toy condition than did other ages. Disabled subjects displayed more social interactions in the social toy condition than isolate toy condition. Nondisabled subjects had more social interactions in both toy…

A total of 26 handicapped and nonhandicapped preschool children between 3 and 5 years of age were grouped into play groups of three or four children and observed playing in the groups over a 7-week period. Children were provided with toys that were identified as social, such as dolls or wooden building blocks, or isolate, such as puzzles and…