Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Autism | 2 |
| Elementary School Students | 2 |
| Pervasive Developmental… | 2 |
| Program Implementation | 2 |
| Behavior Problems | 1 |
| Best Practices | 1 |
| Children | 1 |
| Coding | 1 |
| Cues | 1 |
| Curriculum | 1 |
| Decision Making | 1 |
| More ▼ | |
Author
| Flores, Margaret M. | 1 |
| Franklin, Susan | 1 |
| Franklin, Toni M. | 1 |
| Hinton, Vanessa | 1 |
| Mandell, David | 1 |
| Nelson, Cynthia | 1 |
| Reed, Sarah | 1 |
| Reisinger, Erica | 1 |
| Schreibman, Laura | 1 |
| Stahmer, Aubyn C. | 1 |
| Strozier, Shaunita D. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 2 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Early Childhood Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Kindergarten | 1 |
| Preschool Education | 1 |
| More ▼ | |
Audience
Location
| California | 1 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkFlores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
Download full textSuhrheinrich, Jessica; Stahmer, Aubyn C.; Reed, Sarah; Schreibman, Laura; Reisinger, Erica; Mandell, David – Grantee Submission, 2013
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one…
Descriptors: Best Practices, Research, Children, Autism
