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

• Published in: Behavior modification Vol. 36; no. 3; pp. 320 - 340
• Main Authors: Jameson, J. Matt, Walker, Ryan, Utley, Kristen, Maughan, Ryan
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2012; SAGE PUBLICATIONS, INC
• Subjects: Adolescent; Battelle Developmental Inventory; Behavior modification; Child; Child Development Disorders, Pervasive; Child, Preschool; Cognition; Comparative studies; Curriculum; Education of Intellectually Disabled - methods; Epilepsy; Fetal Alcohol Syndrome; Humans; Inclusion; Individualized Instruction; Instructional design; Intellectual Disability; Learning disabilities; Likert Scales; Mainstreaming; Mainstreaming (Education) - methods; Male; Mental Retardation; Pervasive Developmental Disorders; Physically Handicapped; Skill Development; Skills; Special Education; Special Education Teachers; Student Behavior; Student Needs; Students; Task Analysis; Task Performance and Analysis; Teaching; Teaching Methods; Trials; Utah; Wechsler Intelligence Scale for Children; Utah; inclusion; intellectual disabilities; behavioral chains; general education core; embedded instruction; functional skills
• ISSN: 0145-4455; 1552-4167; 1552-4167
• DOI: 10.1177/0145445512440574

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.