This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4th and 5th grade Common Core math skill acquisition for three 4th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition)…

This study examined the effects of teaching self-monitoring and recruiting teacher attention on the acquisition, generalization, and maintenance of pre-vocational tasks by two sixth grade boys with moderate to severe intellectual disability. While completing pre-vocational tasks (e.g., sorting hangers by size, weighing amounts in ounces), the…

The purpose of this study was to analyze a large data base of self-selected/self-determined goals developed by students aged 7-21 that had developmental disabilities. Data included 288 goals developed by 205 students involved in the Kentucky Youth Advocacy Project. Students, teachers, Speech/Language pathologists and families utilized the Self…

The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000-2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the…

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

This study examined teachers' attitudes and perceptions toward transition services for students with mild intellectual disability in Saudi Arabia, and also examined the relationship between teachers' attitudes regarding transition services for students with mild intellectual disability and teachers' gender and educational…

This investigation evaluated the effectiveness of using peer tutors to teach a chained leisure skill (i.e., UNO card game) to three middle school students with disabilities using a simultaneous prompting procedure within a multiple probe design. The investigation also assessed whether the students with disabilities would acquire four unrelated…

Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual…

Reading instruction for students with MoID is typically limited to sight-word instruction. We developed a 2-part, phonetic instructional sequence based upon Direct Instruction teaching methodology to teach students with MoID word-analysis skills that generalize to untaught words encountered in their environment. Elementary and middle-school…

The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design…

This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students…

Students with moderate intellectual disability experience a lack of comparable access to literature as compared to their nondisabled peers (Browder et al., 2009; Kliewer, 1998). Problems in access for many of these students may be attributed to low expectations and inadequate support on behalf of students as well as a lack of sufficient literacy…

The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school…

This study examined effectiveness of simultaneous prompting system in teaching students with cognitive impairment to automate recall of multiplication facts. A multiple probes design with multiple sets of math facts and replicated across multiple subjects was used to assess effectiveness of simultaneous prompting on recall of basic multiplication…