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Direct linkAndrew J. Wojcik; Alison King; Delanie Amend; Donna Gilles; Audrey Martin; Kristina Keithley; Chloe Weaver – Education and Training in Autism and Developmental Disabilities, 2024
The general education classroom is filled with academic vocabulary, and individuals with developmental disabilities benefit from explicit vocabulary instruction (Browder et al., 2008; Marzano, 2020; Smith et al., 2013). Picture-based alternative and augmentative communication (AAC) can encourage academic skills development (Ahlgrim-Dehzel et al.,…
Descriptors: Vocabulary Development, Augmentative and Alternative Communication, Students with Disabilities, Developmental Disabilities
Enhancing Early Numeracy Skills of Children with Severe Disabilities and Complex Communication Needs
Wright, John C.; Knight, Victoria F.; Lemons, Christopher J.; Lindström, Esther; Strauss, Julia – Education and Training in Autism and Developmental Disabilities, 2020
There is a lack of research on effective interventions to improve the early numeracy skills of children with severe disabilities---autism spectrum disorder, developmental disability, and intellectual disability---and complex communication needs. While preliminary research suggests the Early Numeracy curriculum is effective for teaching children…
Descriptors: Numeracy, Skill Development, Mathematics Skills, Severe Disabilities
Chang, Chia-Jui; Wang, Hui-Ting – Education and Training in Autism and Developmental Disabilities, 2018
This study aimed to contribute to the secondary-tier evidence of the three-tier video modeling intervention model (3TVM), using a group-based generic video, and to explore a new form of augmentative and alternative communication (AAC) intervention using a Chinese-language interface for teaching children with developmental disabilities. A multiple…
Descriptors: Foreign Countries, Video Technology, Technology Uses in Education, Modeling (Psychology)
Lynn Ahlgrim-Delzell; Diane Browder; Leah Wood – Education and Training in Autism and Developmental Disabilities, 2014
Percentages of correct responses to decoding probes (i.e., phoneme identification, blending phonemes to identify words, blending phonemes to identify pictures) were measured across three participants with moderate intellectual disability or autism in elementary school. Time delay and system of least prompts were used in conjunction with an AAC…
Descriptors: Moderate Mental Retardation, Augmentative and Alternative Communication, Phonics, Skill Development
