Using embedded instruction to teach functional skills to a preschool child with autism

Abstract

Objectives: Integration of children’s individualized behavioral learning objectives into ongoing activities, routines, and transitions of preschool classrooms has been a recommended practice for many years in the field of early childhood special education. This study examined the effectiveness of embedded instruction in teaching three functional skills to a child with autism enrolled in a preschool classroom specifically designed for children with autism.

Methods: A multiple probe design was used to evaluate the effects of embedded instruction on skill acquisition and maintenance.

Results: Results showed that the child learned all three target behaviors and maintained high levels of independent performance during follow-up sessions conducted 1–8 weeks after the child reached criterion level of performance for a behavior. Moreover, preschool teachers who observed the intervention sessions reported that the intervention was appropriate, easy to use, and beneficial to the participating child.

Conclusion: These findings along with the findings of previous research suggest that embedded instruction may offer viable and effective ways to provide intentional, systematic, and individualized instruction and interventions to young children with autism within ongoing activities, routines, and transitions of early childhood settings. Implications for practice and future research are discussed.

Keywords:

• embedded instruction
• autism
• most-to-least prompting procedure
• functional skills
• naturalistic teaching
• young children
• disability
• preschool
• social validity

Conflict of interest

The authors declare that there are no conflicts of interest.

Additional information

Funding

Work completed in this manuscript was supported, in part, by a grant from the Scientific and Technological Research Council of Turkey to Ondokuz Mayis University, Samsun, Turkey [grant number 115K427]. The opinions expressed are those of the authors, not the funding agency.