1.

The expected learning outcomes for the

student in the general education class are
clearly delineated. The teacher has developed
explicit goals and objectives for the student
and specific criteria for judging the
effectiveness of the El on-student learning
have been established.

2. Instruction is designed to accommodate the

SIX presence or absence of “natural” instructional
trials within typical routines on activities. Prior
CRITICAL FEATURES to instruction the teacher analyzes the typical

OF EMBEDDED routines and activities of the general

education class to Identify when and how
INSTRUCTION & often opportunities to teach the target skill

FOUR STEPS IN occur naturally within the usual classroom

routines or activities.
DESIGINING AND
3. Instructional trails are distributed within or
IMPLEMENTING across the typical routines or activities in the
EMBEDDED general education class.IN traditional teaching
arrangements instructional trails are
INSTRUCTION presented one after another within a teaching
session. In contrast, EL trials are separated in
time and disturbed across routines an activity.

4. The number and time of delivery of

instructional trials is planned and scheduled
within each routine and activity. The teacher
creates a schedule for the delivery of
instructional trials that’s ensures efficient
learning and minimizes the disruption of EL to
classroom activities and interactions.

5. Instruction is based on empirically validated

instructional procedures. The teacher utilizes
response prompting and fading procedures
that minimize errors during the initial stages of
acquisition, corrects errors consistently, and
builds on the natural reinforcers available
within the classroom.

6. Instructional decisions are driven by student

performance data. Data on the student’s
acquisition of the target skills are collected
regularly with the teacher using these data to
make modifications to the teaching plan in
order to maximize its efficacy.