@article{ref1,
title="Effects of embedded instruction versus discrete-trial training on self-injury, correct responding, and mood in a child with autism",
journal="Journal of intellectual and developmental disability",
year="2006",
author="Sigafoos, Jeff and O'Reilly, Mark and Ma, Chia Hui and Edrisinha, Chaturi and Cannella, Helen and Lancioni, Giulio E.",
volume="31",
number="4",
pages="196-203",
abstract="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.<p /> <p>Language: en</p>",
language="en",
issn="1366-8250",
doi="10.1080/13668250600999160",
url="http://dx.doi.org/10.1080/13668250600999160"
}