Embedded Teaching

The purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-toleast
prompting procedure in concept teaching to children with autism in Orff-based music activities. In this
research, being one of the single subject research designs, multiple probe design was used. The generalization
effect of the research was assessed in the form of a pre-test and post-test, discussing the organization about
interpersonal generalization in different environment. The maintenance of learning was checked by means of
the observation sessions applied one, two, and four weeks after the practice was completed. The research was
conducted with 3 children with autism between the ages of 3-6 in Nova Special Training and Rehabilitation
Center in Istanbul. In research process, full probe, daily probe, teaching, observing and generalizing sessions
have been organized. All of the sessions were done by one-to-one teaching method. The data of reliability among
the observers and of application reliability were collected. According to research results, it was clear that the
embedding teaching through the most-to-least prompting in Orff-based music activities is effective to teach
concepts to the chilren with autism. It was understood that the maintenance was kept after the training was
completed. It was also clear that the concept which was thought is effective in the generalization of different
settings, different people and different materials. Additionally, social validity was verified in research to determine
the importance of purposes of research, teaching methods to reach these purposes and research results.

Educational Sciences: Theory & Practice - 13(3) • 1877-1885
©2013 Educational Consultancy and Research Center

This is the abstract of a paper given as part of the symposium: “No, I cannot give you ready answers”: Students as researchers in embedded teaching at the WALES NEXUS CONFERENCE: Annual Teaching and Learning Conference, Swansea 03/05-05/05/2017

The purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-toleast
prompting procedure in concept teaching to children with autism in Orff-based music activities. In this
research, being one of the single subject research designs, multiple probe design was used. The generalization
effect of the research was assessed in the form of a pre-test and post-test, discussing the organization about
interpersonal generalization in different environment. The maintenance of learning was checked by means of
the observation sessions applied one, two, and four weeks after the practice was completed. The research was
conducted with 3 children with autism between the ages of 3-6 in Nova Special Training and Rehabilitation
Center in Istanbul. In research process, full probe, daily probe, teaching, observing and generalizing sessions
have been organized. All of the sessions were done by one-to-one teaching method. The data of reliability among
the observers and of application reliability were collected. According to research results, it was clear that the
embedding teaching through the most-to-least prompting in Orff-based music activities is effective to teach
concepts to the chilren with autism. It was understood that the maintenance was kept after the training was
completed. It was also clear that the concept which was thought is effective in the generalization of different
settings, different people and different materials. Additionally, social validity was verified in research to determine
the importance of purposes of research, teaching methods to reach these purposes and research results.

Educational Sciences: Theory & Practice - 13(3) • 1877-1885
©2013 Educational Consultancy and Research Center