A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In addition, the results of the study discuss the effects of the independent variable on pivotal skill acquisition and listening comprehension, as well as assessed the effects of this intervention on the ability of the students to generalize the dependent variables over time and across settings. The social validity of this intervention was also assessed through a survey sent out to the teachers, parents, and students. Findings from the study provided further support to the existing literature and provided another instructional strategy for teachers to use when working with students with SCD.