Naturalistic teaching strategies, such as embedded instruction, have been used to effectively teach a variety of skills to individuals diagnosed with ASD and other developmental disabilities. However, the effect of embedding instructions on a child’s play preferences is unknown. The goal of this study is to evaluate whether response allocation is dependent on frequency of demands or quality of items available during preferred activities. We used a concurrent operants arrangement in which a room was divided into two sides and various toys were placed in each with embedded demands available in one side. In Experiment 1, researchers evaluated the time between delivery of demands on response allocation. In Experiment 2, researchers manipulated the quality of items available while demands were present on response allocation. The results of this study were beneficial in determining whether the frequency of demands placed or the quality of items available during play affected the participants’ engagement during play.
↧