Embedded instruction offers a potentially effective, non-disruptive, and socially acceptable intervention approach for individuals diagnosed with autism spectrum disorder (ASD) in general education settings. However, the literature using embedded instruction has not frequently provided data on embedded instruction targets and targets within the ongoing lessons or maintenance of the acquired skills. This study evaluated the effectiveness of embedded instruction to teach three individuals diagnosed with ASD communication skills during the course of existing lessons. Data were collected on embedded instruction targets, academic targets (i.e., targets within existing lessons), and maintenance of mastered targets. The results of a non-concurrent multiple baseline design indicated embedded instruction was effective for all three participants and the acquired skills maintained. The results are discussed with respect to future research and clinical application of the methods evaluated.

嵌入式教学为普通教育环境中被诊断患有自闭症谱系障碍 (ASD) 的个人提供了一种潜在有效、非破坏性和社会可接受的干预方法。然而，使用嵌入式教学的文献并没有经常提供关于嵌入式教学目标和正在进行的课程或维持获得的技能的目标的数据。本研究评估了嵌入式教学在现有课程中教授三个被诊断患有 ASD 沟通技巧的人的有效性。收集了关于嵌入式教学目标、学术目标（即现有课程中的目标）和掌握目标的维护的数据。非并发多基线设计的结果表明嵌入式教学对所有三个参与者都是有效的，并且保持了获得的技能。就评估方法的未来研究和临床应用对结果进行了讨论。