Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children with Autism and Intellectual Disability

Abstract

BackgroundEngagement is essential for fostering learning and development in young children with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID).MethodsThis 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.ResultsResults 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.ConclusionsThese 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.