Instructional Procedures for Embedded Instruction
Instructional procedures are taken from a variety of possible methods designed to use Antecedent-Behavior-Consequence sequences (complete learning trials) to promote learning. These include:
1. Antecedent Methods: procedures that occur before the student responds
Stimulus Prompts or Stimulus modification: manipulating relevant stimuli to increase correct responding
Response Prompts: action taken by the teacher before a student responds (or after error) to increase correct responding
2. Consequence Methods: procedures that occur after the student responds
Universal curricular modifications*
- Alter the environment (physical, social, temporal)
- Modify the materials (size, accessibility)
- Modify the instructional media (paper/pencil to computer)
- Alter the task or activity (duration, difficulty, or size)
Targeted curricular modifications *
- Use child preferences
- Interesting materials
- Out of reach materials
- Inadequate portions
- Making choices
- Unexpected situations
- Use specialized equipment
Naturalistic instructional procedures*
- Incidental Teaching
- Mand-Model
- Milieu Teaching
Prompting/ prompting fading strategies*
- System of Least Prompts (SLP) (increasing assistance)
- Most to Least Prompts (MLP) (decreasing assistance)
- Constant Time Delay (wait time with help)
Feedback/consequence strategies*
- Reinforcement
- Error correction
- Shaping (successive approximations)
- Chaining (sequences of behaviors)
For more information on instructional procedures see:
Sandall, S., & Schwartz, S. (2002). Building block for teaching preschoolers with special needs. Baltimore, MD: Brookes.
Snell, M., & Brown, F. (2006). Instruction of students with severe disabilities. New Jersey: Pearson
Wolery, M., Ault, M., & Doyle, P. (1992). Teaching students with moderate to severe disabilities. New York: Longman.