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Updated: May 22, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
A comparison of embedded total task instruction in teaching behavioral chains to massed one-on-one instruction for
J Matt Jameson1, Ryan Walker, Kristen Utley
1University of Utah, Salt Lake City, 84112, USA. matt.jameson@utah.edu
Abstract:
This study is a comparison of the embedded instruction of behavioral chains with more traditional (one-on-one massed trials in special education setting) instructional procedures for teaching behavioral chains to students with significant cognitive disabilities. Although embedded instruction has emerged as a promising potential instructional procedure, no literature has examined the efficacy of embedded instructional procedures to teach more complex chained behaviors. To date, all research on embedding instruction in general education settings has focused on teaching discrete skills. This study compares instruction of embedded total task chains with more traditional (one-on-one massed trials in special education setting) instructional procedures for teaching behavioral chains. The chains targeted for instruction were selected by state core educational needs and functional skill development.
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