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ERIC Number: EJ956488
Record Type: Journal
Publication Date: 2012-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0162-3257
Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder
Knight, Victoria F.; Smith, Bethany R.; Spooner, Fred; Browder, Diane
Journal of Autism and Developmental Disorders, v42 n3 p378-389 Mar 2012
Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080014