Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability.
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| Title: | Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability. |
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| Authors: | Rakap, Salih (AUTHOR), Balikci, Serife (AUTHOR) |
| Source: | Journal of Applied Research in Intellectual Disabilities. May2025, Vol. 38 Issue 3, p1-14. 14p. |
| Subjects: | Children with disabilities, Preschools, Research funding, Autism, Learning, Treatment effectiveness, Special education, Asperger's syndrome |
| Abstract: | Background: Engagement is essential for fostering learning and development in young children with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID). Methods: This study used a non‐concurrent multiple‐baseline across participants design to examine the effects of embedded learning opportunities (ELOs) on engagement and learning in four preschool‐aged children diagnosed with ASD and ID. Results: Results showed a consistent increase in engagement for each child following the introduction of ELOs by teachers, with children generalising this engagement to other settings and sustaining high engagement levels during follow‐up. Additionally, enhanced engagement was linked with improvements in independent performance of target behaviours. Social validity data from teachers further supported the intervention's effectiveness. Conclusions: These findings highlight ELOs as a promising and individualised approach to enhancing engagement and learning outcomes for preschool children with dual diagnoses of ASD and ID. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Applied Research in Intellectual Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Engagement is essential for fostering learning and development in young children with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID). Methods: This study used a non‐concurrent multiple‐baseline across participants design to examine the effects of embedded learning opportunities (ELOs) on engagement and learning in four preschool‐aged children diagnosed with ASD and ID. Results: Results showed a consistent increase in engagement for each child following the introduction of ELOs by teachers, with children generalising this engagement to other settings and sustaining high engagement levels during follow‐up. Additionally, enhanced engagement was linked with improvements in independent performance of target behaviours. Social validity data from teachers further supported the intervention's effectiveness. Conclusions: These findings highlight ELOs as a promising and individualised approach to enhancing engagement and learning outcomes for preschool children with dual diagnoses of ASD and ID. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13602322 |
| DOI: | 10.1111/jar.70073 |
