Embedding Instruction Within Group Activities | RBT PDU | 0.5 Hour

This presentation describes embedded instruction as intentionally providing direct or indirect teaching opportunities within activities, routines, and interactions that are already occurring. For RBTs, it offers a way to support individualized goals during play, transitions, snack, and group games rather than relying only on separate, structured teaching periods. The speaker explains how embedding instruction can increase meaningful practice, support generalization across contexts, preserve learner engagement, and help skills function in everyday situations. Videos from an ongoing social skills group illustrate the approach through a sleeping-animal game, a parachute game, fruit salad, and musical chairs. Within these activities, learners practice attending, conditional discriminations, following instructions, remembering assigned roles, interacting with peers, regulating excitement, adapting when something changes, tolerating frustration, and winning or losing graciously. The examples highlight that a single preferred activity can support goals across play, communication, and social behavior. At the same time, embedded instruction should remain intentional and consistent with the learner’s plan. RBTs are encouraged to use appropriate prompting, reinforcement, and data collection without unnecessarily interrupting enjoyment or turning every interaction into a demand.