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ERIC Number: EJ1179184
Record Type: Journal
Publication Date: 2018-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2154-1647
Systematic Review of Evidence-Based Interventions in Science for Students with Autism Spectrum Disorders
Barnett, Juliet Hart; Frankel, Ashleigh J.; Fisher, Kimberly W.
Education and Training in Autism and Developmental Disabilities, v53 n2 p128-145 Jun 2018
Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are emphasized in legislation as well as the Next Generation Science Standards (NGSS) as critical for all students. However, participation in science is often challenging for students with ASD given their difficulties with communication and vocabulary, and evidence on teaching science to students with disabilities is limited. This comprehensive literature review synthesized 10 studies of science interventions for students with ASD. Findings suggest that students with ASD require interventions to develop the background knowledge and high-level vocabulary necessary to be successful in science. Moreover, though studies related to instructional interventions in science for students with ASD are limited, studies suggest these students benefit from direct instruction with supplementary materials such as e-texts, graphic organizers, and scripted lessons as well as inquiry-based practices that provide hands-on exploration. Implications include the need for more empirically supported interventions applied to teaching science content to students with ASD, particularly in the general education classroom.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A