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ERIC Number: EJ1148741
Record Type: Journal
Publication Date: 2017-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0271-1214
Massed Trials versus Trials Embedded into Game Play: Child Outcomes and Preference
Ledford, Jennifer R.; Chazin, Kate T.; Harbin, Emilee R.; Ward, Sarah E.
Topics in Early Childhood Special Education, v37 n2 p107-120 Aug 2017
Limited data are available regarding how response prompting procedures should be used in early childhood settings. The purpose of this study was to compare the efficiency of progressive time delay instruction presented via two trial arrangements: massed and embedded. During massed trial sessions, a short instructional session was conducted, followed by game play. During embedded trial sessions, trials were conducted during game play. Across 12 participants with and without disabilities, efficiency and preference data were mixed. Preference data suggested most participants preferred the instruction type that resulted in most efficient learning. Social validity data suggest inservice and preservice practitioners may be equally likely to use the procedures, but some respondents indicated they might be less willing to use embedded trial arrangements due to increased effort in materials preparation. Implications include the possibility that faster learners may learn better in embedded contexts and that children may prefer instructional contexts that are most efficient for them.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A