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highleveragepractices.org
The main focus of this website is providing resources for High-Leverage Practices (HLP) for students with disabilities. The website breaks down different practices into clear, direct strategies for providing your students with the best possible means of success. There are videos and entries designed to help teachers understand the fundamental elements of each HLP, and strategies to properly implement them in the classroom. There are also assessments available based on grade-level HLPs.

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What Is Meant by the Terms Intellectual Disability and Developmental Disabilities?

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What Is Meant by the Terms Intellectual Disability and Developmental Disabilities?

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This article breaks down the terms “Intellectual Disability” and “Developmental Disability” in social, cultural, personal, and definitional terms. The article emphasizes the difference between the literal term for “Intellectual Disability” and “Developmental Disability” and the way the term impacts those who have intellectual and developmental disabilities. The key takeaway is to think of the impact of your words and the terms you use when talking to people with intellectual and developmental disabilities.

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Wehmeyer et al. 2017_Ch. 1_What is meant by the terms ID and DDCONVERTED

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Systematic instruction is a broad term composed of many strategies to teach a desired behavior to a student. There are three phases within systematic instruction: instructional trials, instructional sessions, and instructional programs. The ABCs of behavior (Antecedent-stimulus; Behavior-target; Consequence-response) are pivotal when teaching new skills to a student. The foundation of ABC is that every behavior is the result of a stimulus. Presenting students with a stimulus across different trials will hopefully allow the behavior to become learned and generalized. There are three different types of trials: massed (instruction is continuously occurring one after the other), spaced (gives student time to respond after stimulus and between instruction), and distributed (instruction occurs throughout the day). Within these trials, the desired behavior is either broken down into discrete steps or chained behaviors. Discrete steps are skills that stand alone and have no steps/behaviors in between (ex. Pressing a button, giving a high five, etc.). Chained behaviors are skills that consist of multiple steps (ex. Getting dressed, brushing your teeth, etc.). These elements that go into systematic instruction make for a specific, highly-sequenced instructional strategy.

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Task analysis is an instructional strategy that can be used as either a means to teach a behavior or used as an informal assessment. A task analysis takes a chained behavior (ex. Taking out the trash, washing hands, etc.) and breaks it down into multiple discrete steps. A list is created of the discrete steps so the student can see the order in which the steps should be completed (visuals can be paired with the steps depending upon the student). The goal is to have the student complete the task independently, but working up to that point may require different levels of prompting on each step (full physical, partial physical, modeling, gestural, full verbal, partial verbal, and auditory). Knowing how much prompting a student needs on each step will allow you to have a grasp one where a student is in reaching independence and make attainable goals for fading the prompts.

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Prompting Module
Prompting is an instructional strategy that uses different levels of intrusive prompting based on a prompt hierarchy. If a student is not fully independent in their discrete skills, they may need a certain prompt in order to execute the skill. Prompts (ranging from least to most restrictive) are: gestural (gesturing to start the behavior), verbal (verbally prompt the behavior to start), model (show student how to do behavior), partial physical (giving a nudge or some minor physical stimuli), and full physical (hand-over-hand). Each step may require a different level of prompting, but once you know the level of prompting that student needs, you can work towards a less restrictive prompt in order to obtain independence and generalization.

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Time Delay Module
Time delay is an instructional strategy that takes the prompts students need on discrete skills/chained behaviors and gradually fades them so the student can reach independence and generalization. There are two major types of time delay: Constant Time Delay and Progressive Time Delay.

Constant Time Delay (CTD) involves creating a set time delay between instruction and prompt and between each prompt. CTD should begin after a student has gone through the process of being prompted with no time delay. CTD begins by giving an attention/target cue (ex. “are you ready to?”). Then, the instructor presents the task that will be completed by giving a verbal or nonverbal cue (ex. “Let’s wash our hands”). Then, wait a preset amount of time before prompting the first step. This prompt should guarantee the completion of the behavior based on previous trials. This allows the student the opportunity to do the step on their own without prompting. Continue waiting the preset amount of time between each step before prompting.

Progressive Time Delay (PTD) is very similar to CTD, except it progresses through the time delay at a slower pace. Instead of jumping from immediate instruction to prompt into instruction to prompt with a 5 second delay in between, you use slower increments. You go from an immediate instruction to prompt into a one second delay between, do this for a few trials, then begin a two second delay, etc.. This prompt should guarantee the completion of the behavior based on previous trials.

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Providing feedback is an instructional strategy that is pivotal to the growth of a student in terms of personal achievement and goals. You can deliver feedback through encouragement (showing a student you recognize their progression in a positive manner), instructing/correcting (telling a student what they did incorrectly and showing them how to do it correctly), and questioning (asking questions instead of immediately giving the correct answer to allow students to interact with the material). There are three elements of giving appropriate feedback: timing, amount, mode, and audience.

Timing feedback ensures you are giving a student timely feedback (within 24 hours) and you are giving the student enough time within feedback to allow them to correct their behavior.

The amount of feedback given will be dependent on the student. Make sure you are giving your student enough feedback for them to digest the information and know how to improve, but make sure you are not overwhelming them with too much feedback.

The two main modes of feedback are written and verbal. Different modes of feedback will depend on the needs of the student.

There are two audiences a teacher will give feedback to: individual and group. Individual feedback is important because it allows a student to know that you recognize their work and dedication, and the feedback is specific to them and their goals. Group feedback is good for encouraging a positive group dynamic within the classroom.

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Introduction to Intellectual and Developmental Disability Service Systems and Service Approaches

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Introduction to Intellectual and Developmental Disability Service Systems and Service Approaches

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This article speaks on the importance of service systems, the different types of supports that can be provided (formal and informal), and why they are implemented in our society. Proper supports and support systems are pivotal to providing the proper care to people with disabilities and their families, and ensuring the best possible quality of life.

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Introduction to Intellectual and Developmental Disability Service Systems and Service Approaches

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The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss

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The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss

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This article examines how students with significant cognitive disabilities and known hearing loss and how it affects their academic performance. The article also speaks on the lack of progression regarding the technology and resources needed to provide adequate support to students with significant cognitive disabilities and known hearing loss.

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The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss

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The Profiles of Students with Significant Cognitive Disabilities and Complex Communication Needs

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The Profiles of Students with Significant Cognitive Disabilities and Complex Communication Needs

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This article evaluates and explains data collected students with significant cognitive disabilities with complex communication needs and their ability to create symbolic communication through Augmentative or Alternative Communication (AAC) compared to their peers who use speech to communicate.

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The Profiles of Students with Significant Cognitive Disabilities and Complex Communication Needs

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Defining the Term: Moderate and Severe Disabilities

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Defining the Term: Moderate and Severe Disabilities

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This article maps a timeline of the language used for people with moderate to severe disabilities: the good, the bad, and the ugly. The text provides clear definitions of varying levels of disabilities and the appropriate, present terminology associated with said disabilities.

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Defining the Term - Moderate and Severe Disabilities

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Autism Spectrum Disorder (ASD) - A neurodevelopmental disorder categorized by intellectual ability, social impairments, communication skills, and repetitive behaviors. Those with ASD fall under a wide range of intellectual ability. The most common characteristic is difficulty with social skills (eye contact, empathy, and other antisocial behaviors).

Emotional Behavior Disorders (EBD) - An “umbrella term” for psychiatric and behavioral disorders. According to IDEA, a student must display at least one of the following to be considered as having EBD:

“An inability to learn that cannot be explained by intellectual, sensory, or health factors.”

“An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.”

“Inappropriate types of behavior or feelings under normal circumstances.”

“A general pervasive mood of unhappiness or depression.”

“A tendency to develop physical symptoms or fears associated with personal or school problems.”

Intellectual Disability - limitations in the development of intellectual and adaptive behavioral skills within the context of social and adaptive skills and/or abilities.

Mild ID - IQ = 55-69

Moderate ID - IQ = 40-54

Severe ID - IQ = 25-39

Profound ID - IQ = < 25

Intellectual and Developmental Disabilities - Delays in physical, intellectual, and/or emotional development (usually present at birth) that hinders a person’s daily living.

Learning Disability - A neurological disorder that causes a disruption in a student’s ability to cognitively process/understand the content areas of reading, writing, and/or math. This disruption is usually apparent when a student is consistently performing below grade-level standards.

Multiple Disabilities - Classified as having an intellectual disability along with sensory and/or physical limitations. This is usually accompanied by health problems.

Significant Cognitive Disabilities - An “umbrella term” for students that receive Special Education services (ASD, ID, IDD, etc.) due to cognitive impairments that prevent grade-level standard achievements.

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Aligned - Individualized Education Plan (IEP)  goals, standards (if applicable), lesson objectives, planned supports, and learning tasks and materials are considered “aligned” when they address the same learning goals/materials

May represent steps to move toward the IEP goal

Ex. working on letter/sound relationships to achieve the goal of fluency.

Alternate or Modified Achievement Standards - standards used by states for students with moderate to profound cognitive disabilities and are based on the grade-level content, but at reduced complexity as needed.

Not all states have adopted alternate achievement standards.

Artifacts - Work completed by you and your focus learner, including lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, and the learner’s work samples that show the current status and progression of a student.

Submitted as part of your evidence.

Assessment (Formal and Informal) - evidence of learners’ prior knowledge, thinking, performances, or learning in order to evaluate what learners understand and how they are thinking or reacting under specific conditions.

Informal assessments may include learner questions, teacher observations, and clinical interviews to create a portfolio of current ability and achievements.

Formal assessments may include performance records and traditional academic assessments such (quizzes, homework assignments, and projects) to create a portfolio of current ability and achievements.

Assets (Knowledge of Learners) -

Personal - Refers to specific background information that learners bring to the learning environment. Learners may bring interests, knowledge, everyday experiences, family backgrounds, etc.. A teacher can extrapolate upon these experiences to support their student’s learning habits.

Cultural - Refers to the cultural backgrounds and practices that learners bring to the learning environment (traditions, languages, dialects, worldviews, literature, art, etc.).. A teacher can extrapolate upon these experiences to support their student's learning habits.

Community - Refers to common backgrounds and experiences that learners bring from the community where they live (resources, local landmarks and institutions, community events, practices, etc.). A teacher can extrapolate upon these experiences to support their student’s learning habits (developing and applying learning).

Baseline Data -  Information that describes pre-instruction levels of knowledge and/or skill.

Baseline data can be gathered in a variety of ways (e.g., systematic observations, teacher-made tests, curriculum-based measures, task analysis assessment, standardized tests, prior instructional history, IEP present levels of performance, prior performance).

This information is gathered prior to instruction and is used later for comparative purposes.

Deficit Thinking - Believing a student is incapable to complete certain tasks based on outside, preconceived notions, not clinical data.

Engaging the Learner - Using instructional and motivational strategies that promote active involvement in a task to increase fluency of the material.

Generalization - The ability to transfer learned, independent material across different environments and contexts.

Learning Goal - A short-term learner outcome that is achieved over time by meeting related lesson objectives; the outcome of the learning segment

*Includes acquisition, fluency, maintenance, or generalization.

Learning Segment - A set of 3–5 lessons that build one upon another toward a learning goal, with a clearly defined beginning and end.

Learning Task - An activity that engages the focus learner in developing, practicing, generalizing, and/or maintaining knowledge and skills related to one or more specific lesson objectives.

Lesson Objectives - Measurable learning outcomes for each lesson that, over time and combined with other instructional objectives, enable a learner to reach the learning goal.

Planned Supports - Accommodations given to a student to ensure they have all the tools needed to be successful.

Prompt - Supports or stimuli (antecedent) (e.g., pictures, videos, verbal or written statements, color cues) put into place prior to instruction to achieve a desired behavior.

Scaffolding - A process in which a teacher adds supports for learners to enhance learning and aid in the mastery of tasks.

There are several types of scaffolds:

In one, a teacher supports learners by “systematically building on their experiences and knowledge” while they are learning new skills (instructional scaffolding).

Another type of scaffold is the use of written prompts and cues to help learners to perform a task or to use a given strategy (material scaffolding).

A third type is a method of instruction where a teacher begins by specifying the steps in a task or instructional strategy and then goes on to model those steps for his or her class while verbalizing his or her thought process (task scaffolding).

Self-Determination - A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. Acquiring self-determination is a pivotal step in obtaining a high quality of life.

Self-Directed Learning Strategies - Teaching students to modify and regulate their own behavior without external control and allow them to become active participants in their own learning.

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edutopia.org
There is a broad amount of up-to-date resources found on Edutopia that can be used in-classroom  There are resources for all ages, abilities, grade levels, and subjects. This is not just a website for enriching student learning, but also helps teachers in professional development, interviews, etc.. Topics range from “Assistive Technology” to “Literacy” to “Dropout Prevention”, and more. This website would be beneficial when a teacher would want to approach a problem, wants to develop a new idea, or just to increase their knowledge in the field.

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PrAACtical AAC (Alternative and Augmented Communication)

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PrAACtical AAC (Alternative and Augmented Communication)

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praacticalaac.org
The purpose of this website is to provide resources and support for families and professionals looking to improve the communication and literacy skills of people with severe communication difficulties. The website is primarily composed of blog entries and videos. The blog entries and videos are centered around topics to assist in teaching strategies on social and academic issues. There are individualized lesson plans and information on how to approach current issues to your students. This is a beneficial website to families, teachers, and caregivers because it is written by people in the community and has accessible knowledge that can be utilized in assisting those with severe communication difficulties.

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AAIDD (American Association on Intellectual and Developmental Disabilities)

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AAIDD (American Association on Intellectual and Developmental Disabilities)

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aaidd.org
AAID is a membership-based nonprofit that is the oldest organization that supports intellectual and developmental disabilities. Their mission is to promote policies, practices, and universal human rights for those with intellectual and developmental disabilities. There are webinars, publishings, and trainings available to ensure those working with disabilities are up-to-date on their knowledge and have the most access to available resources possible.

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tools4ncteachers.com
This website is great for providing resources to teachers based on grade-level content standards. The opening page of the website allows you to pick a grade level. You are then directed to content standards, unpacking those standards, and Instructional Frameworks for that grade level.

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(DLMPD) Dynamic Learning Maps Professional Development

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(DLMPD) Dynamic Learning Maps Professional Development

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www.dlmpd.com
This website was designed as an aide to teachers and support staff who work with students with severe cognitive disabilities. Each module focuses on specific school subjects that allows teachers to grow in their professional development. There are also resources for communication and writing supports, lesson supports, text supports, and unpacking standards.

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Dot Notation for Standards Home Base, the student information and instructional improvement system, provides resources that are aligned to these standards and provides the ability for teachers to conduct standards-based grading, where appropriate. To support these functions, each standard within the North Carolina Standard Course of Study has been associated with a unique dot notation as outlined at http://center.ncsu.edu/standards/search.php.

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ACCESS! Teaching Writing Skills to Students With Intellectual Disability

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ACCESS! Teaching Writing Skills to Students With Intellectual Disability

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This article speaks on how to approach writing instruction for students with intellectual disabilities. ACCESS is a mnemonic for different strategies one can use to give students the greatest opportunity for success in writing: Accommodations and Assistive technologies, Concrete topics, Critical skills, Explicit instruction, Strategy instruction, Systematic evaluation. These are proven strategies that will aid students to become fluent and self-regulated in their writing, even if they have low reading abilities.

Accommodations and Assistive Technologies is all about finding the right supports for your students in the classroom setting to ensure the highest outcome for success (ex. Text-to-speech for students who struggle with reading). Concrete topics are prompts that aren’t abstract or open-ended when learning basic writing skills (ex. Predictable chart writing with 3 direct objects students can finish a sentence with). Critical skills implores teachers to target both academic and functional skills when teaching writing (ex. “Can you write a list of your nighttime routine?”). Explicit instruction involves identifying a target skill, modeling that skill, and eventually using prompt fading to create independence. Strategy instruction involves making a plan or breaking-down steps in writing to promote self-regulation. Systematic evaluation involves using task analytical assessments to track current performance and progress.

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CannellaMalone et al. 2015_ACCESS Teaching writing skills to students with IDCONVERTED

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Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs

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Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs

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Early writing and literacy skills are critical skills to develop to ensure a student with physical disabilities and complex communication needs doesn’t get left behind in further schooling. To provide students with complex communication needs an acceptable education, one has to make sure their devices and accommodations cater to their weaknesses and help develop fluency in their strengths. This article speaks on Augmentative and Alternative Communication (AAC) devices and its necessity for some students’ learning needs and how to use systematic instruction to give students the best opportunity for success.

It is important to identify what skills a student has in the area of writing (are they an emergent or conventional reader? What vocabulary skills do they possess?). Once you have identified the problem areas, you can begin to create goals that will be used in the IEP process. Noting how these goals will be obtained and how progress will be monitored is essential. When writing goals, make sure there areas for functional and academic improvement (ex. Having a Dynavox with the categories “my friends” or “hobbies” and “school subjects”). Having set goals for early literacy and writing skills that are measurable and attainable will help students with disabilities have meaningful connections and interactions inside and outside of the classroom.

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Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

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Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

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The Individuals with Disabilities Education Act of 2004 (IDEA) requires students to be placed in their Least Restrictive Environment (LRE). This was to increase inclusion through the special education world. Because of this, it is likely that some general education teachers are under-qualified to serve both general education and students with low to high-incidence disabilities. Also, this will create less students in the special education program, meaning special education teachers will have a greater variety of students with low and high-incidence disabilities, leading to more under-qualification.

To combat under-qualification and ensure all students have a fair education, this study illustrated the effects of collaboration between general education and special education teachers to create an adapted book that is age-appropriate and will engage all students in learning. The study showed promising results that addressing the specific needs of every student with low to high-incidence disabilities through adapted books and systematic instruction improves their learning, retention of the material, enhanced quality of life through literature, and increased independence.

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Courtade et al. 2013 shared story reading CONVERTED

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Teaching Number Identification to Students with Severe Disabilities using Response Cards

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Teaching Number Identification to Students with Severe Disabilities using Response Cards

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Students with severe disabilities have a tendency to struggle with numerical recognition. In order to increase fluency for students in this area, a study was conducted to see if a combination of active student responding (ASR), a system of least prompts, and response cards are effective in fostering independence in numerical identification. ASR is a way for students to interact with the material through active, vocal engagement; the teacher asks a question, and the student(s) respond. A system of least prompts is composed of a target stimulus (antecedent), a hierarchy of least restrictive prompts, and an opportunity for the student to respond. When the student(s) begin to regularly respond accurately to the prompts, the prompts are faded. Response cards foster a non-judgmental, but group interactive learning method. The teacher asks a question and the students hold up the correct response card. The study concluded that the combination of the three instructional strategies helped students with severe disabilities gain independence in number identification.

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Skibo et al. 2011_Math CONVERTED Accessible

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Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems

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Teaching Students with Autism and Intellectual Disability to Solve Algebraic Word Problems

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In order to solve algebraic word problems, students must be able to interpret the relationship between problem-solving strategies and language comprehension. Students with Autism Spectrum Disorder (ASD) struggle with algebraic word problems because of mathematical “barriers'' they have that stem from their disability. Their trouble is primarily in conceptualizing and figuring out a strategy/plan to solve the problem.

This study aimed to test if modified schema-based instruction (MSBI) could be beneficial to teaching students with ASD how to solve algebraic word problems. MSBI utilizes systematic prompting and explicit task analysis (8-step task analysis in this study) to help students gain fluency. The study found that MSBI gives students the ability to discern between different problem types and identify the correct operation that should be used.

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Root et al. 2018_Teaching students to solve algebraic word problems_CONVERTED.accessible

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Teaching Students With Significant Cognitive Disabilities to Count

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Teaching Students With Significant Cognitive Disabilities to Count

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Counting is a pivotal skill to learn that contributes to functional and academic success. Many teachers of students with significant cognitive disabilities focus solely on functional math, believing procedural and conceptual knowledge will not develop simultaneously like they do in students without significant cognitive disabilities. This article details a 5-step routine that will help students acquire the procedural and conceptual knowledge needed to count. Within these steps, there is a focus on students independently collecting concrete items to count. If the students are struggling with their collecting, the teacher can help by creating a visual. The goal is to create a collection without the need of a visual.

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Greer et al. Teaching students with SCD to count_CONVERTED accessible

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A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

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A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

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It is important for students with moderate to severe disabilities (SwMSD) to acquire knowledge in content areas that is meaningful, relevant, and will prepare them for adulthood, self-determination, and/or postsecondary education. All students, including SwMSD are required to be taught Common Core content based on grade-level standards. It is important to accommodate the material, as needed, to fit the unique learning abilities of SwMSD.

The content areas of math, science, literacy, and social skills all overlap to some extent, so base knowledge in all the areas is pivotal to gain complete conceptual understanding. Evidence-based practices for ensuring generalization includes using real-world problems (this is best done when the ideas are presented as natural stimuli), task analyses with visuals, and graphic organizers. These strategies promote self-regulating (asking questions and making conclusions on the content independently), leading to a greater potential for success.

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Root et al. 2017_A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities

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Effects of Structured Inquiry and Graphic Organizers on Social Studies Comprehension by Students with Autism Spectrum Disorders

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Effects of Structured Inquiry and Graphic Organizers on Social Studies Comprehension by Students with Autism Spectrum Disorders

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This article spoke on how structured inquiry (real-world problems/applications) and explicit instruction (model-lead-test AKA “I do, You do, We do”) was used to promote self-regulation for students with Autism Spectrum Disorder (ASD) in the content area of social studies (“geographic relationships, historical perspectives, economics and development, and government and active citizenship”) . Within these lessons, graphic organizers were utilized to teach students the problem-solving process. Further engagement and generalization is created through students knowing what questions to ask and how to find those answers. Once the students began to notice patterns within and structures of social studies, they began to find more connections within the subject.

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Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students With Moderate Intellectual Disability

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Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students With Moderate Intellectual Disability

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Inquiry is an essential element of learning science for students with and without disabilities. Inquiry allows for students to interact with the material, further their knowledge, and create meaningful connections to the outside world. In a general education classroom composed of students without disabilities, embedded instruction is typically used, which allows students to learn skills while the lesson is simultaneously continuing. In a special education environment, embedded instruction is usually combined with time delay.

This study’s aim was to determine if constant time delay with the use of the mnemonic KWHL (What do you know? What do you want to know? How will you find out? What did you learn?) helps students with moderate disabilities become self-regulated in the inquiry process. Peer tutors were assigned to students to simultaneously create a natural environment for gaining social skills. The results show the use of peer mediation and constant time delay with the mnemonic KWHL had positive effects on student vocab and conceptual understanding.

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Jimenez et al. 2012 Inclusive inquiry science using peer mediated embedded instruction for students with moderate intellectual disability CONVERTED

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Promoting Inclusive Practices in Inquiry-Based Science Classrooms

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Promoting Inclusive Practices in Inquiry-Based Science Classrooms

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With the recent push for inclusion in the special education world, an inquiry-based approach for science curriculum has been increasingly utilized. This approach places emphasis on the variance of all learners’ needs through a Universal Design for Learning framework; evidence has shown that this is the most effective strategy. These frameworks are designed for students to ask questions and “conduct investigations” within their learning, and use problem-solving and negotiation to have a more well-rounded grasp on the material. Teachers are encouraged to focus on big ideas that extend beyond content standards to provide an equal opportunity for learning. Other effective strategies for an inclusion science classroom are: specific feedback, collaboration between special and general education teachers, encouraging students to communicate knowledge amongst peers, applying visuals (such as task analyses and graphic organizers), and giving formative assessments.

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Watt et al._2013.Promoting Inclusive Practices in Inquiry based science classrooms

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Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability

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Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability

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Students with Autism Spectrum Disorder (ASD) often struggle with comprehending science content because of literacy struggles (especially vocabulary and oral language). This study wanted to find a method that helps students with ASD make connections within the field of science that would lead to greater development of vocabulary and comprehension. The results of this study proved the combination of graphic organizers and explicit instruction (modeling and independent practice- “I do, You do, We do”) greatly helped students make connections and recognize the relationship between content material as well as promote self-regulation.

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Knight et al. 2013 Using systematic instruction and GO to teach science concepts to students with ASD and ID CONVERTED