Jennifer Quintana

Severe K-6
Reference Sheet #1
Embedded Instruction (EI) is explicit instruction that in incorporated into students daily
routines within a performance environment. EI is based on the needs of the individual, skill
being taught and content of instruction provided. EI includes incidental teaching, mand- model,
naturalistic time delay, pivotal response training, activity based instruction, curriculum
sequence model and transition based teaching. Naturalistic instruction is based on the interaction
between child and student based on the students interests/child lead teaching opportunities
(preschool). A more structured education setting (grade school) require teacher lead instructional
trials being specifically planned and scheduled within each lesson. Six critical features of
embedded instruction:

Expected learning outcomes for student are clearly defined: The goals and objectives are
developed by the teacher with explicit goals and specific criteria to judge effectiveness.

Instruction is designed to accommodate present/absent of natural instructional trials

within routines/activities: Teacher analyzes typical routines and activities of the general
education classroom prior to instruction to identify when and how to implement targeted
skills occurring naturally with usual classroom routines. If opportunities are inconsistent,
then the teacher identifies specific opportunities to supplement to promote efficient
learning.

Instructional trials are distributed within/across typical routines and activities within the
general education class: EI trials are separated in time and distributed across various
routines and activities.

The number and time of instructional trials are planned and scheduled within the
routine/activity: The teacher creates a schedule of delivery to ensure efficient learning
and minimize disruptions to activities and interactions.

Instructions are based on empirically validated instructional procedures: The teacher uses
response prompting and fading procedures to minimize errors during first stages, corrects
errors consistently and builds on natural reinforcers.

Instructional decisions are based on student performance data: Data is collected on

students targeted skills and collected regularly. Teacher uses the data to make
modifications to the teaching plan to maximize efficiency.

*Embedded instruction should be as unobtrusive as possible; it should blend with instructional

activities given within the general education classroom.
The 4 steps for implementing embedded instruction (EI)
1. Prepare for Instruction
The first step is to prepare and identify objectives and learning goals for student participation
in the general education class. The goals/objectives can be obtained from the general
education curriculum or from the students IEP program. It is essential to collaborate with the
students general education teacher and identify goals to be addressed in EI. The second
activity is to create a baseline probe of students performance on the goal/objective. The
baseline probe establishes performance level prior to instruction, so implementation of the EI
can be evaluated. Finally, the teacher needs to develop the distribution schedule. The focus is
on indentifying opportunities to provide EI during class routines/activities. This also allows
for a systematic plan of when EI trials are to be presented.
2. Design an Imbedded Instruction Program
First step is to structure a teaching plan that utilizes the key components to teaching
interaction and are clearly articulated prior to beginning EI. These include: a) times that the
instructional trials are presented to the student, b) the specific instructional examples
presented during the trials, c) the response prompts provided to the student to ensure correct
responding, d) the steps for correcting errors and reinforcing correct responses. The second
step is to develop data collection and summary procedures. This involves the use of probes
to assess performance within the EI plan. This will provide a reliable means for assessing
progress and reduce demands on instructors trying to implement EI within on-going
routines/activities.
3. Implement the EI Program
Teacher must monitor and educate the individuals implementing the EI program. This
involves regular observation and feedback. Success depends on the student receiving an
adequate number of instructional trials each day. This can be accomplished by the teacher
during regular observations and asking instructors to track the number and type of
instructional trials provided to the student.
4. Support Efficient Student Learning
Teachers must regularly examine performance during probe sessions and determine whether
changes in teaching strategies are needed. This examination should focus on specific errors
the student is making; follow up with a hypothesis of why the errors are being made.