This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Daugherty, S. Articles by Hemmeter, M. L. Search for Related Content Social Bookmarking                         What's this?

The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

University of Kentucky

Jennifer Grisham-Brown

University of Kentucky, jgleat00{at}pop.uky.edu

Mary Louise Hemmeter

University of Kentucky

Previous research on the constant time delay (CTD) procedure has demonstrated the effectiveness of the procedure with students with a range of disabilities. Most research on CTD has been implemented using a didactic format. In the current study, CTD was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. The results indicated that CTD was effective in teaching numbers to all three children. The acquisition of nontarget information by two of the three children was also tracked; one of these two children acquired the nontarget information.

Topics in Early Childhood Special Education, Vol. 21, No. 4, 213-221 (2001)
DOI: 10.1177/027112140102100402


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. Grisham-Brown, K. Pretti-Frontczak, S. R. Hawkins, and B. N. Winchell Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms Topics in Early Childhood Special Education, November 1, 2009; 29(3): 131 - 142. [Abstract] [PDF]

				L. Dinnebeil, K. Pretti-Frontczak, and W. McInerney A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 435 - 445. [Abstract] [Full Text] [PDF]

				J. Hundert and S. van Delft Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions Focus on Autism and Other Developmental Disabilities, June 1, 2009; 24(2): 67 - 76. [Abstract] [PDF]

				A. M. Casey and R.A. McWilliam Graphical Feedback to Increase Teachers' Use of Incidental Teaching Journal of Early Intervention, June 1, 2008; 30(3): 251 - 268. [Abstract] [PDF]

				O. Kurt and E. Tekin-Iftar A Comparison of Constant Time Delay and Simultaneous Prompting Within Embedded Instruction on Teaching Leisure Skills to Children With Autism Topics in Early Childhood Special Education, May 1, 2008; 28(1): 53 - 64. [Abstract] [PDF]

				M. G. Macy and D. D. Bricker Practical Applications for Using Curriculum-Based Assessment to Create Embedded Learning Opportunities for Young Children Young Exceptional Children, July 1, 2006; 9(4): 12 - 21. [PDF]

				A. M. VanDerHeyden, P. Snyder, A. Smith, B. Sevin, and J. Longwell Effects of Complete Learning Trials on Child Engagement Topics in Early Childhood Special Education, January 1, 2005; 25(2): 81 - 94. [Abstract] [PDF]

				D. W. Barnett, E. J. Daly III, K. M. Jones, and F. E. Lentz Jr Response to Intervention: Empirically Based Special Service Decisions From Single-Case Designs of Increasing and Decreasing Intensity Journal of Special Education, August 1, 2004; 38(2): 66 - 79. [Abstract] [PDF]

				S. S. Johnston, A. P. McDonnell, C. Nelson, and A. Magnavito Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings Journal of Early Intervention, January 1, 2003; 25(4): 263 - 280. [Abstract] [PDF]