Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Ault, Melinda Jones | 1 |
| Boesch, Miriam C. | 1 |
| Dieruf, Kristen B. | 1 |
| Kliemann, Karin R. | 1 |
| Lindo, Endia J. | 1 |
| Sharp, Emily | 1 |
| Shih Dennis, Minyi | 1 |
| Spriggs, Amy D. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Kentucky | 1 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKliemann, Karin R.; Boesch, Miriam C.; Lindo, Endia J. – Journal of the American Academy of Special Education Professionals, 2021
Students with an autism spectrum disorder (ASD) are being educated in general education content classrooms that use lessons directed to whole groups of students which limit use of visually presented material. For some students with ASD, having limited visual support hinders their abilities to process and comprehend material. Research shows…
Descriptors: Autism, Pervasive Developmental Disorders, Instructional Materials, Visual Aids
Dieruf, Kristen B.; Ault, Melinda Jones; Spriggs, Amy D. – Journal of Special Education, 2020
The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results.…
Descriptors: Students with Disabilities, Moderate Intellectual Disability, Severe Intellectual Disability, Prompting
Sharp, Emily; Shih Dennis, Minyi – Remedial and Special Education, 2017
This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…
Descriptors: Grade 4, Mathematics Instruction, Elementary School Mathematics, Word Problems (Mathematics)
