Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder

Gospel Y. Kim; So Hyun Lee; Kathleen N. Tuck; Jose R. Martinez

doi:10.1177/10883576241232894

Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder

Gospel Y. Kim, So Hyun Lee, Kathleen N. Tuck, Jose R. Martinez

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.

Original language	English
Pages (from-to)	203-215
Number of pages	13
Journal	Focus on Autism and Other Developmental Disabilities
Volume	39
Issue number	4
DOIs	https://doi.org/10.1177/10883576241232894
State	Published - Dec 2024

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2024.

Keywords

behavior change
out-of-seat behavior
special interest areas

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1177/10883576241232894

Cite this

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title = "Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder",

abstract = "The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.",

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doi = "10.1177/10883576241232894",

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AU - Martinez, Jose R.

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2024.

PY - 2024/12

Y1 - 2024/12

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Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder

Abstract

Bibliographical note

Keywords

UN SDGs

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