A Comparison of One-to-One Embedded Instruction in the General Education Classroom and One-to-One Massed Practice Instruction in the Special Education Classroom

Autor/inn/en	Jameson, J. Matt; McDonnell, John; Johnson, Jesse W.; Riesen, Tim; Polychronis, Shamby
Titel	A Comparison of One-to-One Embedded Instruction in the General Education Classroom and One-to-One Massed Practice Instruction in the Special Education Classroom
Quelle	In: Education and Treatment of Children, 30 (2007) 1, S.23-44 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Developmental Disabilities; Special Education Teachers; Inclusive Schools; Academic Accommodations (Disabilities); Regular and Special Education Relationship; Intermode Differences; Teaching Models; Class Size; Instructional Effectiveness; Middle School Students; Middle School Teachers; Paraprofessional School Personnel + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; Lehrmodell; Klassengröße; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	A single subject alternating treatment design was used to compare the relative effectiveness of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in a special education class. Four middle school students with developmental disabilities, their special education teacher, and paraprofessional participated in the study. The results indicate that embedded instruction is an effective instructional strategy for students with developmental disabilities being served in inclusive settings. However, the results indicate that there was some difference in the efficiency of the two instructional formats. Two students reached criterion more rapidly in the one-to-one massed instructional intervention while the one-to-one embedded instruction was more efficient for one student. There was no difference between the interventions for the fourth student. Finally, the study validated previous research that found that both special education teachers and paraprofessionals can, with minimal training, accurately implement embedded instructional interventions in the general education classroom. Implications for practitioners and researchers are discussed. (Contains 4 figures and 3 tables.) (Author).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/journals/details.php?id=7
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10