Which scenario would necessitate 'control access' in incidental teaching?

In incidental teaching, 'control access' refers to the strategic management of a child's access to materials or activities to facilitate opportunities for communication and learning. When a child is engaged in play, if you interrupt their activity intentionally, you're creating a specific scenario that necessitates control over access to elicit a response or an initiation from the child. By interrupting their play, the child is motivated to communicate or request reinstatement of the activity or toy, thereby promoting language development and teaching them to initiate communication.

In contrast, simply providing toys constantly or allowing uninhibited access enables the child to engage freely without any prompts for communication, which may not foster the desired learning objectives. Waiting passively for a child's requests also does not actively encourage the initiation of communication, as it places the responsibility solely on the child without any facilitation from the adult. Therefore, interrupting a child's play in a controlled manner is an effective technique to promote specific communication goals in incidental teaching.