Journal of applied research in intellectual disabilities : JARID · 2025
Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability.
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Rakap Salih, Balikci Serife
Аннотация
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.
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.