|Institution:||California State University – East Bay|
|Keywords:||Children with disabilities – Education – United States – Case studies|
|Full text PDF:||http://hdl.handle.net/10211.3/177210|
This study examined at the effects of embedded instruction using progressive time delay instructional programs to teach four elementary school students with moderatesevere disabilities within the general education setting. Students were taught in an inclusive environment in their kindergarten and first grade classes. Special education paraprofessionals were trained to implement progressive time delay instructional programs by the lead investigator, who designed the instruction as well. The paraprofessionals implemented the intervention targeting skills aligned with general education curriculum standards. Target skills included: identifying upper case letters; identifying letter sounds and identifying sight words. A multiple baseline across subject???s design was utilized. Results showed that embedded instruction led to acquisition of target skills by all the students. The data collected indicates that embedded instruction is an effective evidence based strategy for instruction of students with moderate-severe disabilities in the general education classroom and is a viable strategy for inclusive environments. Social validity measures were also consistently positive regarding the implementation and effectiveness of embedded instruction. Advisors/Committee Members: Anderson, Dr. Jacki L. (advisor), Halvorsen, Dr. Ann T. (primaryAdvisor).