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

Rakap S., Balikci S.

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, vol.63, no.1, pp.17-26, 2017 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 63 Issue: 1
  • Publication Date: 2017
  • Doi Number: 10.1080/20473869.2015.1109801
  • Journal Name: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.17-26
  • Keywords: embedded instruction, autism, most-to-least prompting procedure, functional skills, naturalistic teaching, young children, disability, preschool, social validity
  • Ondokuz Mayıs University Affiliated: Yes

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.