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I use direct instruction with my students with severe disabilities.  My TA's and I do a lot of small group and 1-1 direct instruction during reading and math activities.  My Speech therapist does small group direct instruction as well and I feel my students not only benefit from it, but need it to learn certain concepts.
I would like to know how to use EBP's for my students with severe disabilities.
Heidi

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I use direct instruction with reading comprehension skills and math problem solving skills. The students benefit from seeing the skill modeled for them first. In a math initiative my district is trying they steer away from this and my students are lost. Direct Instruction is best practice for some skills for certain student needs.

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I haven't used any to work on reading specifically, but I suppose I've used direct instruction from a speech standpoint. That's a lot of what I do when teaching PECS or core vocabulary as part of an AAC system. It's a lot of discrete trial training to get the child to catch on to the communication method!

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I have used direct instruction within my classroom. This has helped students from a wide-range of abilities, get what they need from the content. My students also use reading A-Z and raz kids. My students really seem to like these programs.
I am really interested in exploring more about EBPs in relation to reading. I feel that many of my students could benefit from it.

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I use direct instruction, classroom and intervention practices, and building comprehension in my literacy groups. I do these in small groups based on ability levels. Some of my students who incorporate into gen ed classes do PALS but my students have a very difficult time "working together" within my class because that's a whole other group of skills my students are still working on. We primarily use Unique Learning Curriculum and I supplement with ReadingA-Z books.

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I use direct instruction, classroom and intervention practices, and building comprehension in my literacy groups. I do these in small groups based on ability levels. Some of my students who incorporate into gen ed classes do PALS but my students have a very difficult time "working together" within my class because that's a whole other group of skills my students are still working on. We primarily use Unique Learning Curriculum and I supplement with ReadingA-Z books.

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Tiffany

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I have used Direction Instruction when teaching various comprehension strategies to learners in an instructional setting (summarizing, concluding, etc). Direct Instruction has benefits and disadvantages. The main advantage is that it allowed me the opportunity to model how to use the reading strategy and provide learners the opportunity practice on their own utilizing the given strategy. I haven't used Quick Reads. Based on my colleagues thoughts, it seems that it is both advantageous and has quirks.

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I have used Quick Reads for my students. I have seen improvements to reading fluency using this but not always comprehension, depending on the students. It may need to be something I try some more.

I haven't personally used 6 minute solutions but I have seen it in use in my building. From what I have heard it is a great way to gather data but doesn't always produce results.

Tori

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We use PALS a lot in our classroom, especially with our younger readers.  We have seen great results with this progam, and have seen non-readers develop into readers.  We also use a lot of direct instruction in our classroom.  Many of our students struggle to maintain phonics skills and providing them with intensive, high-structured phonics lessons helps them learn and maintain the sounds better.  We teach vocabulary and practice reading, defining, creating sentences, and reading them in context all week, then build on them and use them over and over again in the weeks that follow.  We also usually touch on one particular comprehension strategy and focus on that for the week.  We often review previous learned strategies periodically as well.  We have seen growth in all of these areas through repetition and building on these skills throughout the year.

Patti

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I use some Quick Reads for my students this past year. My students do not respond very well to it. I think it is a learning process for us all as I alter groups to create better groupings of students. I had a few students that were progressing much quicker this year than they ever had. Since I was new to the school, I just had the previous set of data and information to go off of as to how they potentially could progress. I am hoping next school year I can implement this EBP again as well as a few others.
Someone mentioned 6 Minute Solutions. My school's RtI program uses it and the data goes up and down for students. I have not seen much, if any, progression for any of the students getting the intervention. I had not heard of it until this year.

Hilari

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When teaching language skills with my students with severe disabilities, I use a modified version of direct instruction. We use pictures to gain a wider vocabulary. Students identify these pictures depending on their abilities; Verbally, pointing or eye gaze. We then find these pictures/words in our reading/topic for the week.  I tend to start with errorless learning, showing students only one picture/word and then gradually increase the amount  of pictures gradually as they show progression.
I would like to find more EBFs that can be adapted to meet the needs of my students.

Taylor

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I used Quick Reads when I had a resource room a few years ago. It worked pretty well. We mainly just used the ReadingA-Z books. With my students that I have now we use person-centered planning. We work on what the student needs to be successful outside of the school setting.  If there was something we could do differently it would be to leave the school building to do things out in the community.  It's a lot more realistic when you are actually performing the activity instead doing a made up one in the classroom.

Lindsey

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I have used Quick Reads as a Tier 2 intervention at the 2-5 grade level. I've found that some students get bored with this easily, depending on the topic. I like that children are able to read and reread the selections whole-group, with a peer, and silently. The comprehension portion is well done. I like the mixture of multiple choice and having to write out an answer. Most of my students need that extra writing practice as well so I like the extra practice it gives.

I've also used 6 Minute Solution.  In comparison to Quick Reads, the students found it very dull but it gives ample opportunity for reading practice as well.

Alysha

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The only method I've used in my classroom would be direct instruction of phonics and phonemic awareness when I taught the elementary level. I found it to be effective but I probably should have done it more systematically. When I did use it, I was a first year teacher and was flying by the seat of my pants. Last year, I used small group instruction of Language! Live which is an evidence based curriculum that integrates all modes of literacy. I am doing it again next year and I believe I would want to change my groups to include bigger groups that the students would be able to have more meaningful conversations about the text. The online portion of language live foucses on phonics training to fill the gaps that students may have encountered in their earlier years. I have  found that to be effective and students even comment that this program has provided them instruction in a way that they now feel like they understand what is being taught to them.

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In my classroom experiences, I have used direct instruction, and quick reads while teaching reading.  When I had students in high school, reading at a K-2 level, we completed Edmark reading program and SRA comprehension to build strong foundation skills/sight words. In the high school life skills programming, Edmark worked great because it was functional words that the students learned in the areas of; signs, workforce, community, and grocery words. The students could identify not only the words, but pictures, and then I took it a step further implementing the skill into the natural environment. When linked to natural environment, the students learned the words quicker and more accurate.  Implementing SRA, helped my students learn to practice word blends and sound combinations. This was very beneficial. Students also learned to chunk parts of stories, and answering comprehension questions. Most of my students struggled with writing, therefore, with these programs, students answered verbally. The focus was on reading and understanding comprehension not writing. Quick reads are used in the form of mini stories using reading A-Z at students reading level as a supplemental practice during stations. This has increased independent reading skills, by them just reading. Using quick reads, I would print more activities to go along with the stories to help collect data on students reading skills. The comprehension sheets correlating with the stories breaks down reading skills. Therefore, you can see what students are struggling with.