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

Rakap S., Balikci S.

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, cilt.63, sa.1, ss.17-26, 2017 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 63 Sayı: 1
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1080/20473869.2015.1109801
  • Dergi Adı: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.17-26
  • Anahtar Kelimeler: embedded instruction, autism, most-to-least prompting procedure, functional skills, naturalistic teaching, young children, disability, preschool, social validity
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

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.