| dc.description.abstract | Research demonstrates that embedded direct instruction is an effective teaching method for changing child behavior. However, it is unclear how to optimize learning outcomes when using embedded direct instruction to teach multiple target students in a small group context. Researchers compared the efficiency of skill acquisition, trends in play engagement, and learning preferences of preschool dyads when embedded instructional targets were related and unrelated to play.
Using an adapted alternating treatments single case design, researchers found that embedded direct instruction was an effective teaching strategy for some, but not all, students. For three out of four participants, results showed that a functional relation exists such that progressive time delay is related to increases in skill acquisition, and for one participant, acquisition of unrelated targets was more efficient than acquisition of related targets. Preferences for related and unrelated embedded instruction varied across participants, with two participants expressing a preference for related targets, and two expressing a preference for unrelated targets.
These findings indicate that it is possible to embed disparate trials for multiple target children into a single play activity. However, the results also highlight the importance of factors such as peer compatibility in play settings, child learning preference, tolerance of disruptions to play, salience of trials, and instructional demands of implementers when considering the effectiveness and feasibility of small group embedded instruction. | en_US |
