Activity-Based Intervention Practices in Special Education

Ozen A., Ergenekon Y.

KURAM VE UYGULAMADA EGITIM BILIMLERI, vol.11, no.1, pp.359-362, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 1
  • Publication Date: 2011
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.359-362
  • Keywords: Children with Developmental Disabilities, Naturalistic Instruction, Activity-Based Intervention, Early Intervention, CONSTANT-TIME DELAY, EMBEDDED INSTRUCTION, SKILLS, CHILDREN, PRESCHOOLERS, ACQUISITION, GOALS
  • Anadolu University Affiliated: Yes


Teaching practices in natural settings such as activity-based intervention (ABI) are suggested as alternatives to be used in effective early childhood education. As a multidisciplinary model, ABI consists of four components, which are choosing activities according to the child's interests; teaching generalizable goals embedded in routines and planned activities; and using before and after behavior stimuli which have natural and meaningful relations with behaviors. The benefits of using ABI within instructional settings include providing children with multiple-practice opportunities; teaching the target skill within the framework of daily routines without further need for any extra activity; focusing on children's interests and intrinsic motivation; and enhancing the level of success in educational settings. Considering these advantages and benefits, one can state that practices based on activity-based intervention can be used effectively for children with developmental disabilities from various age and disability groups. This article included descriptions and examples of activity-based intervention.