Table Of ContentJOURNALOFAPPLIEDBEHAVIORANALYSIS 2009, 42, 33–41 NUMBER1 (SPRING2009)
INFLUENCING PRESCHOOLERS’ FREE-PLAY ACTIVITY
PREFERENCES: AN EVALUATION OF SATIATION AND
EMBEDDED REINFORCEMENT
GREGORY P. HANLEY, JEFFREY H. TIGER, AND EINAR T. INGVARSSON
UNIVERSITYOFKANSAS
AND
ANTHONY P. CAMMILLERI
JANEJUSTINCHILDSTUDYCENTER
The present study evaluated the effects of classwide satiation and embedded reinforcement
proceduresonpreschoolers’activitypreferencesduringscheduledfree-playperiods.Thegoalof
the study was to increase time allocation to originally nonpreferred, but important, activities
(instructional zone, library, and science) while continuing to provide access to all free-play
activities. The satiation intervention applied to preferred activities resulted in increased time
allocation to the instructional and science activities, the customized embedded reinforcement
interventionsresultedinincreasedtimeallocationtoallthreetargetactivities,andhighlevelsof
attendance to the instructional and library activities were maintained during follow-up
observations.Implications for the designofpreschool free-play periods arediscussed.
DESCRIPTORS: choice, embedded reinforcement, free play, preference assessment,
preschoolers, satiation
_______________________________________________________________________________
Free-choice or free-play periods are common compared to children’s engagement in dramatic
preschool activities characterized by child- play, computers, blocks, manipulatives (e.g.,
initiated engagement and social interaction table-top building toys), games, and art activ-
(Bredekamp & Copple, 1997; Essa, 2003). ities (Hanley, Cammilleri, Tiger, & Ingvarsson,
Free-play periods provide children with oppor- 2007). Although a variety of skills may be
tunities to choose from a variety of simulta- developed when children are engaged in the
neously available activities that are presumably latter set of activities, the classwide pattern of
consistent with their interests and abilities not selecting or engaging in instructional,
(Allen & Schwartz, 2001) while providing literacy, or science activities is troublesome
opportunities to develop social and academic because early childhood researchers have em-
skills (e.g., incidental teaching is usually phasized the importance of exposure to books
provided during free-play periods; Hart & and science experiences as precursors to the
Risley, 1975). development of literacy, mathematics, and
A recent descriptive study of preschoolers’ problem-solving skills (Lawhon & Cobb,
free-play patterns showed that selection and 2002; Malcom, 1998).
engagement of materials in instructional, liter- One strategy to promote selection of impor-
acy, and science zones were consistently low tantbutlesspreferredactivitiesistolimitaccess
to children’s most preferred activities. For
This investigation was supported by the University of
instance, limiting access to dramatic play,
KansasGeneral Research FundAllocation 2301861-003.
Address correspondence to Gregory P. Hanley, who is computers, and blocks might increase partici-
now at the Psychology Department, Western New pation in other activities. A more acceptable
England College, 1215 Wilbraham Road, Springfield,
alternative, which retains the preferred activities
Massachusetts 01119(e-mail: [email protected]).
doi:10.1901/jaba.2009.42-33 during free play, is to provide prolonged access
33
34 GREGORY P. HANLEY et al.
to preferred activities in an attempt to decrease METHOD
subsequent participation in those activities due
Participants and Setting
to satiation or habituation (Murphy, McSwee-
Observations were conducted during free-
ney, Smith, & McComas, 2003). Bydecreasing
play periods in a full-day university-based
the amount of time spent interacting with
preschoolclassroomserving20childrenofboth
preferred free-play activities, such a procedure
typical and atypical development (12 boys and
might also indirectly increase the amount of
8 girls) between the ages of 3.5 to 5.5 years.
time spent in originally less preferred activities.
Three children had been diagnosed with
A more direct and potentially more accept-
nonspecified developmental delays. The class-
ablestrategywouldbetofocusonincreasingthe
roommeasured12 mby7 m(seeHanleyetal.,
relative value of the originally less preferred
2007, for a schematic of the classroom). Three
activities. Cammilleri and Hanley (2005)
free-playperiodswerescheduledthroughoutthe
recently described a strategy to increase the
day in which nine activity areas were available
variety of classroom activity engagement. Extra
simultaneously. Children selected a wooden
teacher interaction was provided when children
magnetic letter from an easel located in the
selected activities that were different from those
center of the room and placed the letter on a
they had selected during previous choice
small magnetic square in the corresponding
opportunities. This arrangement was successful
activityzonetoaccessanactivity.Eachzonehad
in promoting varied activity selections with 2
a limited number of letters available, such that
children who had previously displayed stereo-
teachers would redirect children to select a
typic activity selection during free play. Al- different letter if no additional letters were
though this strategy promotes varied activity available inagiven zone.Children couldswitch
selections, it does not necessarily increase time areasatanytimebyreplacingtheirletteronthe
allocation to specific activities. central letter board and selecting a new letter.
Embedding highly reinforcing materials or Descriptions of each activity zone and the
interactionsinselectedactivitiesisanalternative corresponding number of available letters (i.e.,
strategy for promoting engagement in those the capacity of the zones) are presented in
activities. This strategy has been applied to Table 1. The classroom was staffed by four
adults with disabilities to alter preferences for undergraduate practicum students and a grad-
both table-top leisure activities (e.g., puzzles, uate student supervisor.
drawing, sewing; Hanley, Iwata, Roscoe,
Thompson, & Lindberg, 2003) and protracted Measurement and Interobserver Agreement
leisure and work activities (e.g., playing basket- One or two observers sat unobtrusively near
ball, riding a bike, washing dishes; Hanley, the side of the room and collected data using
Iwata, & Lindberg, 1999). However, the use of pencil and paper. Children’s time allocation to
embedded reinforcement to redirect activity each of the nine activity areas was measured
choices within groups of preschoolers has not simultaneously during 18-min sessions using
yet been evaluated. the momentary time-sampling procedure de-
The purpose of the present study was to scribed by Hanley et al. (2007). A different
determine (a) the types of free-play activities childwasobservedevery4or5 s,suchthateach
that children selected and engaged in most and child was observed once every 90 s. For
least frequently and (b) the independent effects example, Jenny was observed at Second 5 and
ofsatiationandembeddedreinforcementonthe at Second 95, Billy was observed at Second 10
percentage of time children spent engaged in and again at Second 100. These observations
various free-play activities. resultedin12scoredintervalsforeachchildper
PRESCHOOLERS’ PREFERENCES 35
Table 1
Activity AreaDescriptions
Activity Capacity Description
Dramaticplay 4 Pretendplaytoys(e.g.,dress-upclothes,doctorset,flowershop,barbershop)
Computer 2 TwocomputerswithavarietyofCD-ROMgames(e.g.,Clifford’sCounting,Jumpstart
Kindergarten)
Blocks 4 Toystooccasionlargemotormovement(e.g.,trainsets,largeblocks,bowlingset,basketball)
Manipulatives 4 Smalltoysontabletopstooccasionsmallmotormovement(e.g.,buildingblocks,animals,tinker
toys,LincolnLogs)
Games 3 Age-appropriateboardgamesandlargepuzzles(e.g.,Candyland,Memory,dominos)
Art 4 Open-endedartactivitiesontabletop(e.g.,paint,crayons,Play-Doh)
Science 3 Anopen-endedactivityforchildrentoexploreandusetheirsenses(e.g.,diggingfordinosaursinsand;
pouringwaterthroughsieves)
Instructional 2 One-on-onedirectinstruction.Eachchildhadindividualizedskillsandrelevantmaterialsselectedand
zone storedinthearea
Library 3 Avarietyofage-appropriatebooks
Outofzone 20 Notintheproximityofanyofthenineprogrammedactivities(e.g.,selectingaletter,inthebathroom
area,orwandering)
Note.Thistable was reproduced fromHanley etal.(2007).
session. In zone was scored when the child was A second observer simultaneously but inde-
observed within approximately 0.3 m of the pendently scored in zone and engagement
materials in one of the nine activity areas. during 35.3% of sessions across all conditions.
Observerscodedasinglelettercorrespondingto Observers’ records were compared on an
one of the nine activities or out of zone in each interval-by-interval basis and were scored in
interval. In-zone scores were determined for agreement if both scored the same activity and,
each classroom activity for each child. If separately, if both agreed that the child was
children were engaged with the materials, engaged. The number of intervals scored in
defined as touching or orienting towards the agreement was divided by the total number of
materials, observers circled the previously intervals scored and converted to a percentage
recorded in-zone letter. Because children were for each session. Mean agreement was 97%
found to be engaged in over 90% of the (range 92% to 100%) for in zone and 98%
intervalsinwhichtheywerescoredasinazone, (range, 93% to 100%) for engagement.
only in-zone percentages will be reported.
Procedure
To determine the entire class in-zone per-
Baseline. Materials in each of the activity
centage for each activity area (Figure 1), the
areaswererotatedaccordingtoapredetermined
number of intervals scored in each area for all
schedule. Dramatic play, blocks, art, games,
children was divided by the maximum number
manipulatives, and science materials were
of intervals, which varied depending on the
rotated daily. Because of the large number of
capacity of the zone. Individual children’s in-
options (e.g., books) in the library and the
zone percentages were determined by dividing
individualized nature of the instructional zone,
the number of intervals each child was located
the materials in these activities were rotated
in each zone by the total number of intervals
weekly. A wide variety of computer games on
each child was observed. The mean number of
compact discs (CDs) were located by the
children observed each day was 12 (range, 7 to computer; therefore, these materials did not
17); neither high nor low numbers of children rotate. During each free-play period, teachers
were correlated with any particular condition, welcomedchildrentothedifferentactivityareas
and no data were omitted throughout the and moved between areas to assist children in
analysis. starting activities.
36 GREGORY P. HANLEY et al.
Figure 1. The percentages of intervals in zone for the entire class are shown for each activity during baseline,
satiation,andembedded reinforcement conditions.
PRESCHOOLERS’ PREFERENCES 37
Satiation.Materialsindramaticplay,art,and (a small piece of chocolate) were placed
blocks were held constant during this condition intermittently in each child’s bin of individu-
and all but two CDs were removed from the alized instructional materials, which were
computer area. The materials that remained in available to children who selected and sat in
these areas were those that occasioned the theinstructionalzone (oneitem wasplacedin a
highest levels of in-zone and engagement each bin every other day). The library area was
percentages during baseline; office materials enhancedby(a)removingatableandchairsand
(e.g., phones,calculators, paper, tape) remained placing four plush pillows and a carpet in the
in the dramatic play area, Play-Doh remained library; (b) selecting a book of the week and
in the art area, plastic farm animals and Legos displaying the book on a stand with themati-
remained in the blocks area, and Blues Clues callyrelatedtoys(e.g.,smalltractorstogoalong
and Jumpstart Preschool remained in the with a book about construction); and (c) when
computer area. Materials in the remaining areas possible, a teacher sat in the library prior to
continuedto be rotatedaccording to thetypical children selecting the area. Science-related
schedule. The materials noted above were activities that were thought to provide more
available in the dramatic play, blocks, and art reinforcementwerearrangedinthesciencearea.
activities during 5%, 10%, and 13% of sessions To increase the likelihood that children would
during baseline, respectively. By contrast, these select the science area, teachers presented each
materials were present during 100% of sessions new science activity during group instruction
(scheduled circle or learning-center periods) the
during the satiation phase. The two computer
day prior to its inclusion in the science area.
games were available continuously during all
During group instruction, the teacher modeled
phases of the study, but the alternative games
appropriate play, prompted children to engage
were available during 100% of baseline obser-
inthetask,andprovidedfeedback.Examplesof
vationsand0%ofobservationsduringsatiation.
the improved science activities are provided in
The effects of the satiation procedures were
Table 2 (see Charner, 1998, for more exam-
evaluated in a reversal design.
ples).
Embedded reinforcement. The effects of em-
Follow-up. Follow-up observations were con-
bedding reinforcement in originally less pre-
ductedonceweeklyfollowingcompletionofthe
ferred activities (i.e., instructional zone, library,
embedded reinforcement phase. The embedded
and science) were evaluated by sequentially
materials remained in the classroom and
introducing embedded reinforcement in a
teachers were taught to select a weekly library
multiplebaselinedesignacrossactivities.Teach-
theme and preview science activities during
ers and experimenters worked together to make
circles and learning centers.
changes to the less preferred areas that would
likely promote selection of and engagement in
these areas. In the instructional zone (a) the RESULTS
chairs and cubbies of the instructional zone
In-zone percentages for the entire classroom
were redecorated with popular children’s car- of children across the 10 activities are shown in
toon characters; (b) teachers reviewed and Figure 1.Thethreeactivitieswiththelowestin-
discussed the essential features of differential zonepercentagesduringtheinitialbaselinewere
reinforcement and errorless prompting during the instructional zone (M 5 16%), the library
instruction; (c) when possible, a teacher sat in (M 5 7%), and the science zone (M 5 11%).
theinstructionalzonepriortochildrenselecting These activities also were associated with the
the instructional zone; and (d) small trinkets lowest in-zone percentages during the descrip-
(rubber insects) and, occasionally, edible items tive observations from Hanley et al. (2007).
38 GREGORY P. HANLEY et al.
Table 2
Improved Science Activities
1. Childrenwereprovidedwithmagnetstodeterminewhichofavarietyofobjects(e.g.,cars,balls,paperclips)weremagnetic.Achart
wasprovidedsotheycouldmarkapictureofeachobjectwithamagnetoranX.
2. Awatertablewasfilledwithwater,funnels,containers,anddifferentdesignedping-pongballs(e.g.,baseball,basketball,tennis,and
plain).Childrenscoopedtheballswiththefunnelandsortedthemintoseparatecontainers.
3. Severalmicroscopeswereavailablewithslidescontainingvariousinsectbodyparts(e.g.,butterflywings,ants,antennae).
4. Avarietyofplasticinsectsandcardswithmatchingpictureswereavailable.Childrenmatchedinsectswiththeirpicturecard.
5. Syntheticrubberwormsandinsectswereplacedinwater.
6. Testtubeswerefilledindividuallywithvarioussubstances(e.g.,oil,coloredwater,glitter,confetti).
Because the instructional, library, and science variable throughout the 43 baseline observa-
zones were associated with the three lowest tions (M 5 15%) but remained near zero
mean in-zone percentages, and because these towards the end of the phase. When putative
activities provided rich opportunities to teach reinforcers were embedded into the science
children early academic skills, these activities zone, an immediate increase to moderate levels
were selected as targets of intervention (and are was observed (M 5 32%), although there was
located at the top of Figure 1). The remaining significant overlap with levels observed during
activitiesareshowninorderofhighesttolowest baseline.
mean in-zone percentages during baseline. Also At follow-up, in-zone percentages for the
consistent with Hanley et al., dramatic play (M instructional zone and the library remained at
579%),computer(M568%),andblocks(M postintervention levels (M 5 88% and 43%,
548%)werethethreemost preferredactivities respectively), while in-zone percentages for the
during the initial baseline. science area decreased to near-zero levels (M 5
Thesatiationprocedureappearedtoresultina 0.6%).
slowdeclineinallocationtodramaticplay(M5 The mean percentage of intervals each child
55%), a decrease in the overall in-zone level for was observed in any of the three target zones
blocks (M 5 36%), and no changes in the in- duringthelastfivesessionsoftheinitialbaseline,
zone measures for computer (M 5 72%) or art satiation condition, baseline return, and embed-
(M539%).Theindirecteffectsofthesatiation ded reinforcement condition was calculated to
procedure were higher in-zone measures for the determine the intervention effects for individual
instructional (M 5 20%) and science (M 5 children. Thirteen of the 20 children were
26%) zones relative to baseline; however, no observed in a target zone more often during the
increasewasobservedforthelibrary(M56%). satiation phase relative to the initial baseline
Areversaltobaselineresultedinagradualreturn phase. Sixteen of the 20 children were observed
to zero levels for the instructional zone and an inatargetzonemoreoftenduringtheembedded
immediate reduction to near-zero levels for the reinforcement phase relative to the preceding
science zone. baseline phase. Overall, there was a just under a
Following 15 baseline observations, putative twofoldincreaseandjustunderasixfoldincrease
reinforcers were embeddedinto the instruction- in time allocation to the target zones during the
al zone. This change resulted in a sustained satiation and embedded reinforcement condi-
increase in attendance to this area (M 5 72%). tions, respectively.
Following 28 baseline observations, putative
reinforcers were embedded into the library, and
DISCUSSION
an immediate and sustained increase in atten-
dancetothisareawasobserved(M541%).In- The present study evaluated the effects of
zone percentages for the science zone were classwide satiation and embedded reinforce-
PRESCHOOLERS’ PREFERENCES 39
ment procedures on preschoolers’ activity in-zone measures for the instructional and
preferences during regularly scheduled free-play library areas. A more fine-grained analysis of
periods. The goal of the study was to increase the data, which showed increased contact with
time allocation to originally nonpreferred, but dramatic play, a gradual decline in time with
important, activities while continuing to pro- that activity, and a subsequent increase in time
vide access to all free-play activities. The with the instructional and library areas, would
satiation intervention resulted in increased time be necessary to attribute these changes to a
allocation to two of the three target activities satiation operation with confidence. However,
(instructional and science zones), whereas duetotherestrictiononthenumberofchildren
customized embedded reinforcement resulted in each zone and the ceiling on our measure-
in increased time allocation to all three targeted ment system, this sort of analysis is not possible
activities.Highlevelsofattendancepersistedfor in the current study. An alternative conceptu-
two of the three target activities (instructional alization is that the repeated presentation
zone and library) during follow-up observa- resulted in habituation to the dramatic play
tions. materials (Murphy et al., 2003). In addition to
Initial baseline observations were consistent conceptual issues with our satiation interven-
with those reported in Hanley et al. (2007) in tion,thereisalsoapracticalconcern;thatis,the
that dramatic play, computer, and blocks were satiation (or habituation) procedure does not
the most preferred activities and the instruc- guarantee that a child will reallocate his or her
tional zone, library, and science zones were the time to a particular activity. For example,
least preferred. The consistency of the results is childrenwhoarerepeatedlyexposedtodramatic
not surprising considering that both observa- play may allocate more time to the block area
tions occurred in the same child-care setting, while other activities may remain unattended.
albeit with a different cohort of children and By contrast, teachers can increase the likelihood
teachers. Future research should evaluate time that children will attend particular activities by
allocation during free-play periods using a embedding reinforcers in those activities.
similar measurement system in different child- High levels of attendance and engagement
care settings with children of different ages to persisted for the instructional zone and the
determine the generality of the preference library during observations that followed the
hierarchy. These hierarchies may satisfy more embedded reinforcement conditions. The same
than a casual curiosity of parents and teachers was not true for the science zone. Casual
regarding their children’s preferences for pre- observation of the science area during follow-
school activities. If results suggest that, in up suggested that the teachers did not continue
general, children are not exposed sufficiently to plan or include novel or dynamic science
to the wide range of learning opportunities activities, such as those used during the
provided in early care settings, then changes in embedded reinforcement phase. Although the
the existing rotation schedule or quality of the specific variables that influenced increased time
free-play activities should be considered. allocation to the instructional zone and the
Satiation interventions may be effective in library were not determined, it seems as though
disrupting exclusive preferences for popular most of the materials added to these zones were
activities and indirectly increasing time alloca- fairly permanent (e.g., carpet, pillows, seat
tion to other activities. Only a modest effect of cushions with colorful icons) or required only
our satiation procedure was evident by the weekly, as opposed to daily, alterations (e.g.,
downward trend in the in-zone measures for theme book of the week, individualized curric-
dramatic play and the delayed increases in the ulum materials). By contrast, the science area
40 GREGORY P. HANLEY et al.
involved the selection and setup of a differ- Children’s free-play patterns may be viewed
ent activity each day and daily exposure to on a continuum with two undesirable end-
that activity during circle or center times. points. At one end, children may play exclu-
Thus, the effort involved in maintaining sively with a single activity over long periods of
attendance to the science zone may have time, thereby missing opportunities to develop
far exceeded that required for the other varied skill repertoires (Cammilleri & Hanley,
zones. In addition, it is likely that we did 2005). At the other end of the continuum,
not provide teachers with sufficient examples children may interact only briefly with a wide
of dynamic science activities, and that we variety of activities, failing to develop complex
failed to arrange effective consequences for skill repertoires through persistent engagement
teachers to maintain high-quality material with particular activities (Jacobson, Bushell, &
selection. Future research is needed to identify Risley, 1968). Although ideal patterns of time
strategies that will result in sustained selection allocation among free-play activities are not yet
of and engagement in science activities in known, the techniques to promote changes in
preschool classrooms. the distribution of engagement described in the
Although the effects observed under the current study as well as those from Jacobson et
embedded reinforcement contingencies were al. and Cammilleri and Hanley can be applied
fairly robust, there were individual children in preschool classrooms to transition from
for whom no effects were observed. There are either end of the continuum. An important
several augmentative strategies that could be direction for future research would be to
evaluated in future research to enhance these determine if changes in patterns of time
effects.Forexample,activitysampling,inwhich distribution produce corresponding improve-
children are provided with brief access to ment in measures of progress in important
activities, would expose children to reinforcers developmental domains.
associated with a particular activity and thus
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