A Comparison of Constant Time Delay and Simultaneous Prompting Within Embedded Instruction in General Education Classes with Students with Moderate to Severe Disabilities

By Tim Riesen, J. Mcdonnell, Jesse W. Johnson, Shamby Polychronis, Matt Jameson. 2003

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Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “, 2003), and 6 studies used embedded trials (Collins et al., 2007; Jameson et al., 2007; Jameson et al., 2008; McDonnell et al., 2006; Polychronis et al., 2004; Riesen et al., 2003).”
A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, background): “Positive effects were reported for 94% of participants.”
Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, methodology): “Systematic instruction embedded into a general education lesson was used in 5 of the 14 quality studies (Collins et al., 2007; Jameson et al., 2007, 2008; McDonnell et al., 2006; Riesen et al., 2003).”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, background): “…instruction within ongoing classroom activities can promote acquisition of academic grade-level content (e.g., vocabulary sight words) for students with severe disabilities in inclusive settings (Johnson & McDonnell, 2004; Riesen et al., 2003; Wolery, Anthony, Snyder, Werts, & Katzenmeyer, 1997).”