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Activity-based intervention (ABI) has gained widespread appeal and support as an instructional approach for young children with and without disabilities. As the ABI approach has evolved, so too has a body of literature examining its effects and issues associated with implementation. This annotated bibliography contains key resources for researchers, families, practitioners, and students. The review does not include all literature related to naturalistic teaching approaches but rather only those that explicitly address the following terms: embedding intervention/ instruction, routines-based instruction/intervention, activity-based intervention/instruction, and integrated therapy. In addition, only resources published within the past 10 years and currently accessible through the Internet or standard forms of publication (e.g., journals) were included. Resources were obtained through searches utilizing ERIC, PsycInfo, and the Internet (i.e., Google and Dogpile).
The annotated bibliography is divided into five sections. Section 1 contains a review of the empirical research focusing on two general types: (a) studies where specific intervention strategies were embedded during daily activities and (b) studies where generic learning opportunities were described and examined. Section 2 contains a review of literature intended to bridge the gap between research to practice. Section 3 includes brief summaries of books, chapters, and monographs. Section 4 provides a description of Web sites and other online resources, primarily stemming from research, outreach, and model demonstration projects. Section 5 contains summaries of videos and other media-related resources.
SECTION 1.
EMPIRICAL RESEARCH
Brigman, G., Lane, D., Switzer, D., Lane, D., & Lawrence, R. (1999). Teaching children school success skills. The journal of Educational Research, 92, 323-329.
A group design was used to compare five treatment groups and one control group. The aim was to examine the effectiveness of embedding five strategies to teach social skills within an existing preschool curriculum. Participants were 145 children ages 4 to 5 years. Teachers were taught to embed the five strategies within the Ready to Learn (RTL) curriculum. Results indicated statistically significant gains in attending behavior, listening skills, and behavior ratings for the treatment groups in comparison to the control group.
Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M. (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203-217.
This study compared two formats for using a constant-time-delay procedure. A single-subject alternating treatment...