In:
Topics in Early Childhood Special Education, SAGE Publications, Vol. 22, No. 1 ( 2002-01), p. 14-25
Abstract:
The purpose of this study was to evaluate embedding and distributing constant time delay instructional trials into circle time activities and transitions between activities. Three boys in a summer day camp participated, and their teachers implemented the instruction. A multiple probe design across behaviors and replicated across participants was used. The data indicated (a) the teachers embedded and distributed the instruction accurately; (b) the children acquired the behaviors they were taught; (c) the trials to criterion and percentage of errors were similar, in large part, with what occurs when constant time delay is used in structured instructional sessions; and (d) the children generalized the learned behaviors across adults and materials. The findings are discussed in terms of our existing knowledge about embedding instruction in inclusive activities.
Type of Medium:
Online Resource
ISSN:
0271-1214
,
1538-4845
DOI:
10.1177/027112140202200102
Language:
English
Publisher:
SAGE Publications
Publication Date:
2002
detail.hit.zdb_id:
2068127-6
SSG:
5,3
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