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Abstract
Meaningful play allows children to acquire new knowledge, observe peers, and generalize skills. Furthermore, it can significantly impact learning social skills and language development. Currently, there is a gap in literature regarding play practice feedback tools for staff members in special education classrooms. The purpose of this study was to examine the effects of instruction and feedback using the RICE-Play Tool on graduate trainees’ use of research-informed play practices and preschool students’ percentage of play observed. A multiple-probe design across four dyads of first-year master's students and preschool students with intellectual and developmental disabilities was used. Results show that didactic instruction with written and vocal feedback increased graduate trainees’ use of research informed play practices to a mastery, indicating that RICE-P is an adequate and valuable research-informed play feedback tool. No demonstration of effect was shown for students’ percentage of play observed.