Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities

Autor/inn/en	Cheung, Yvonne; Lai, Christy Oi Yee; Cihon, Joseph H.; Leaf, Justin B.; Mountjoy, Toby
Titel	Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities
Quelle	In: Journal of Behavioral Education, 31 (2022) 2, S.265-280 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cihon, Joseph H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09397-z
Schlagwörter	Autism; Pervasive Developmental Disorders; Teaching Methods; Intervention; Communication Skills; Instructional Effectiveness; Children; Learning Activities; General Education + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil; Unterrichtserfolg; Child; Kind; Kinder; Lernaktivität; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Embedded instruction offers a potentially effective, non-disruptive, and socially acceptable intervention approach for individuals diagnosed with autism spectrum disorder (ASD) in general education settings. However, the literature using embedded instruction has not frequently provided data on embedded instruction targets and targets within the ongoing lessons or maintenance of the acquired skills. This study evaluated the effectiveness of embedded instruction to teach three individuals diagnosed with ASD communication skills during the course of existing lessons. Data were collected on embedded instruction targets, academic targets (i.e., targets within existing lessons), and maintenance of mastered targets. The results of a non-concurrent multiple baseline design indicated embedded instruction was effective for all three participants and the acquired skills maintained. The results are discussed with respect to future research and clinical application of the methods evaluated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01