The Efficacy of Embedded Instruction for Students with Developmental Disabilities Enrolled in General Education Classes

Abstract

A multiple baseline across behaviors design was used to evaluate the efficacy of embedded instruction with 3 students with developmental disabilities who were enrolled in general education classes. Two general education teachers and 1 paraprofessional delivered embedded instruction to students during regularly scheduled instructional activities. The skills taught to students included answering probe questions drawn from the general science curriculum, identifying functional sight-words drawn from the general reading curriculum, and making requests using an electronic communication device. Student data showed that embedded instruction was effective with all 3 students. The results also indicate that both general education teachers and paraprofessionals were able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the general education classes. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teachers viewed embedded instruction as a practical, effective, and efficient strategy for teaching students with developmental disabilities in general education settings.