We compared the effectiveness of tWo trial distribution schedules implemented in an embedded instruction package to teach academic skills to students With developmental disabilities in general education classes. In the first package, instructional trials Were distributed across a 30-min time period that reflected the typical length of a lesson in the content area (e.g., math or reading). In the second package, instructional trials Were distributed across a 120-min time period that cut across at least tWo lessons (e.g., math and reading). General education teachers provided instruction to students under both trial distribution conditions. The results indicated that both schedules lead to the acquisition of the target skills. In addition, students Were able to generalize their performance to natural stimuli found in general education classes. HoWever, the 30-min trial distribution schedule resulted in faster acquisition of the skills for tWo of the students. There Were no substantial differences in the rates of acquisition under the tWo schedules for the other tWo students. Results are discussed in terms of future research and implications for supporting the inclusion of students With developmental disabilities in general education classes.
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