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

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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.

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Authors and Affiliations

  1. Aoi Pui School, Hung Hom, Hong Kong

    Yvonne Cheung & Christy Oi Yee Lai

  2. Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA, 90740, USA

    Joseph H. Cihon & Justin B. Leaf

  3. Endicott College, Beverly, MA, USA

    Joseph H. Cihon & Justin B. Leaf

  4. Autism Partnership Hong Kong, Kowloon, Hong Kong

    Toby Mountjoy

Authors
  1. Yvonne Cheung
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  2. Christy Oi Yee Lai
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  3. Joseph H. Cihon
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  4. Justin B. Leaf
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  5. Toby Mountjoy
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Correspondence to Joseph H. Cihon.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Cheung, Y., Lai, C.O.Y., Cihon, J.H. et al. Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities. J Behav Educ 31, 265–280 (2022). https://doi.org/10.1007/s10864-020-09397-z

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  • DOI: https://doi.org/10.1007/s10864-020-09397-z

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