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 | |
| State | Published - Dec 2024 |
Bibliographical note
Publisher Copyright:© Hammill Institute on Disabilities 2024.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- behavior change
- out-of-seat behavior
- special interest areas
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