The purpose of this study was to determine an effective training method of improving direct support professionals' (DSPs) ability to accurately and descriptively report antecedent, behavior, and function. A training method, multiple exemplar training (MET), which is not typically applied to this population, was utilized to determine its…

Background & aims: In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been…

Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…

Social skills instruction (SSI) provides a promising avenue for teaching and promoting positive social interactions to students with high-incidence disabilities. Within SSI, a distinction can be made between social skills and social competence. Social skills are specific behaviors one must perform correctly within a specific social context or…

This replication study focused on the effectiveness of two different intervention approaches, activity-based intervention and embedded direct instruction, on the acquisition, generalization, and maintenance of phonological awareness, a key area of emergent literacy, by preschool children with language delays. Five male preschool participants with…

Research was reviewed on small-group instruction for learners with disabilities. The review was conducted for articles published between 1990 and 2010 on the application of small-group direct instruction to teach discrete skills using prompting procedures. A total of 47 articles with 197 participants and 687 replications of effects was located.…

This study examined the effectiveness, generalization, and maintenance of a multi-element intervention consisting of brief direct instruction social skill lessons, a prompting procedure, and a fading procedure to promote social engagement in an integrated lunchroom and playground setting for three elementary age students with developmental…

This study used a single-subject multiple probe design to investigate the use of Direct Instruction (DI) to teach students with autism to tell time to the five-minute increment. Exercises from "Connecting Math Concepts" were used as the DI component during intervention. All students increased their telling-time skills to the five-minute…