The purpose of this study was to evaluate embedding and distributing constant time delay instructional trials into circle time activities and transitions between activities. Three boys in a summer day camp participated, and their teachers implemented the instruction. A multiple probe design across behaviors and replicated across participants was used. The data indicated (a) the teachers embedded and distributed the instruction accurately; (b) the children acquired the behaviors they were taught; (c) the trials to criterion and percentage of errors were similar, in large part, with what occurs when constant time delay is used in structured instructional sessions; and (d) the children generalized the learned behaviors across adults and materials. The findings are discussed in terms of our existing knowledge about embedding instruction in inclusive activities.
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