Using an embedding strategy to teach preschoolers with significant disabilities

Jennifer Grisham-Brown, John W. Schuster, Mary Louise Hemmeter, Belva C. Collins

Research output: Contribution to journalArticlepeer-review

35 Scopus citations

Abstract

The purpose of this study was two-fold. First, this study analyzed the effects of using response prompting procedures within an embedded skill approach on skill acquisition by 4 preschoolers with significant disabilities. Two target skills were identified from each student's IEP and taught during three preschool activities. A multiple probe across subjects design assessed the effects of the intervention. All students made progress above baseline performance. More importantly, there was consistency in performance of the target skills across at least two of the three activities for all children. Second, the reliability with which paraprofessionals in the preschool setting implemented response prompting procedures was evaluated. Data indicated that the paraprofessionals implemented the procedures with a high degree of accuracy. The impact of embedded skill instruction is addressed, as well as the impact of using non-degreed personnel to teach students with significant disabilities within inclusive preschool programs.

Original languageEnglish
Pages (from-to)139-162
Number of pages24
JournalJournal of Behavioral Education
Volume10
Issue number2-3
DOIs
StatePublished - 2000

Keywords

  • Activity-based instruction
  • Inclusive preschool
  • Paraprofessionals
  • Severe disabilities

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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