ERIC Number: EJ753765
Record Type: Journal
Publication Date: 2006-Dec
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1366-8250
EISSN: N/A
Available Date: N/A
Effects of Embedded Instruction Versus Discrete-Trial Training on Self-Injury, Correct Responding, and Mood in a Child with Autism
Sigafoos, Jeff; O'Reilly, Mark; Ma, Chia Hui; Edrisinha, Chaturi; Cannella, Helen; Lancioni, Giulio E.
Journal of Intellectual and Developmental Disability, v31 n4 p196-203 Dec 2006
Background: Embedded instruction and discrete-trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. Method: An initial functional analysis indicated that the boy's self-injury was maintained by escape from task demands. Instructional sessions to teach adaptive behaviours were conducted under two conditions: (i) during embedded instruction, learning trials were inserted into ongoing activities at a rate of approximately 1.5 per minute; (ii) during discrete-trial training, instructional opportunities were incorporated into structured sessions at a rate of 4 per minute. In both conditions, the system of least prompts was used to teach relevant target responses. Effects of the two teaching formats were evaluated using an ABABA design. Results: Higher rates of self-injury and fewer correct responses occurred during discrete-trial training. Mood ratings were also lower during discrete-trial training. Conclusions: The results suggest that self-injury, correct responding, and mood may be sensitive to the type of instructional format. Although discrete-trial training can be highly effective, it may be preferable to start with embedded instruction when the child presents with self-injurious escape behaviour. (Contains 3 figures.)
Descriptors: Psychological Patterns, Autism, Self Destructive Behavior, Teaching Methods, Elementary Education, Student Behavior, Behavior Modification, Student Reaction, Developmental Disabilities, Behavior Disorders, Instructional Effectiveness, Special Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A