Embedded instruction is referred to as an evidence-based practice (Snell, 2007; Wolery, 2005). Evidence-based practices are identified by three integrated elements: (a) best available research evidence, (b) professional wisdom or knowledge, and (c) consumer values (Snyder, 2006).

Research has evaluated embedded instruction with both early childhood and school age children with disabilities. Available evidence suggests that embedded instruction is:

• effective for teaching children new skills
• effective for increasing engagement, participation, and independence
• promotes generalization and maintenance of newly learned skills
• feasible for teachers to use in the ongoing activities and routines of the classroom

Reference List for Early Childhood Settings

Snell, M. (2007). Effective instructional practices. TASH Connections, 33, 8-12.

Snyder, P. (2006). Best available research evidence: Impact on research in early childhood. In V. Buysse & P. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 35-70). Washington DC: ZERO TO THREE Press.

Wolery, M. (2005). DEC recommended practices: Child-focused practices. In S.Sandall, M.L. Hemmeter, B. Smith, & M. McLean (Eds). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: DEC.