After mastery was reached,
the students were moved to a maintenance phase where data was collected two times
per week, but not on the same day. The data were compared to see which strategy
helped students maintain mastery levels of the skill. The strategies were alternated and
data from each strategy were compared. The study demonstrated that both instructional
methods were able to help students with intellectual disabilities reach mastery levels of
performance and maintain these levels over time. However, one student acquired the
skill slightly more slowly with DTT, requiring one additional teaching session. In
addition, all students were able to apply the embedded instruction skill in various
settings and all three students stated that they preferred embedded instruction.