title: A comparison of embedded total task instruction in teaching behavioral chains to massed one-on-one instruction for students with intellectual disabilities: accessing general education settings and core academic content.
abstract: This study is a comparison of the embedded instruction of behavioral chains with more traditional (one-on-one massed trials in special education setting) instructional procedures for teaching behavioral chains to students with significant cognitive disabilities. Although embedded instruction has emerged as a promising potential instructional procedure, no literature has examined the efficacy of embedded instructional procedures to teach more complex chained behaviors. To date, all research on embedding instruction in general education settings has focused on teaching discrete skills. This study compares instruction of embedded total task chains with more traditional (one-on-one massed trials in special education setting) instructional procedures for teaching behavioral chains. The chains targeted for instruction were selected by state core educational needs and functional skill development.
authors.affiliation: University of Utah, Salt Lake City, 84112, USA. matt.jameson@utah.edu
authors.forename: J Matt
authors.initials: JM
authors.lastname: Jameson
authors.forename: Ryan
authors.initials: R
authors.lastname: Walker
authors.forename: Kristen
authors.initials: K
authors.lastname: Utley
authors.forename: Ryan
authors.initials: R
authors.lastname: Maughan
mesh_terms: D000293:Adolescent; D002648:Child; D002659:Child Development Disorders, Pervasive; D002675:Child, Preschool; D003479:Curriculum; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D006801:Humans; D008607:Intellectual Disability; D008282:Mainstreaming, Education / Q000379:methods*; D008297:Male; D013647:Task Performance and Analysis