ArticleJournal of applied research in intellectual disabilities : JARID2025
Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability.
Article in Journal of applied research in intellectual disabilities : JARID, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Investigating the Impact of AI-Supported Self-Coaching as a Professional Development Model for Embedded Instruction in Inclusive Early Childhood Settings.Behavioral sciences (Basel, Switzerland) · 2026Article
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Authors and funding
2 authors.
Funding
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.
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