Asynchronous online learning has grown in popularity due to its flexibility in providing higher education access to learners regardless of distance, transportation, and scheduling constraints. However, for successful online learning, students must adapt and intensify the self-regulated learning (SRL) skills they developed in face-to-face settings…

Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13-24 years. Forty-two articles met the inclusion criteria and were…

This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon…

Peer support has demonstrated promise in promoting inclusive practices and initiating relationships between students with and without disabilities. This support has resulted in friendships, but also academic, social, vocational, and communicative growth by students with and without disabilities. Yet, little research has focused on how to teach…

Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…

Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity--diverse play actions and sequential play actions--in a child with ASD. In Study 1, we use a multitreatment single-case…

This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated…

This series of three studies identified an experimental research gap in the field of deafblindness. Study 1, a descriptive study, identified types of articles published, and research designs used, in 37 peer-reviewed special education journals. A total of 4,854 articles published from 2012 through 2017 were examined to determine types of articles…

The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package…

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…

Mobile technology provides increasingly accessible and normative tools for communication that does not require intelligible oral expression. For adolescents with autism spectrum disorders (ASD) and complex communication needs, mobile technology presents opportunities for inclusive social experiences and additional modalities for communicating with…

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The…

In order to best serve students with autism spectrum disorder (ASD), teachers and other in-school support personnel need to identify and effectively implement evidence-based practices (EBPs) in their classrooms. One EBP for students with ASD is video-based instruction, including video prompting, a form of video modeling. The authors provide…

Purpose: Narrative interventions are a class of language interventions that involve the use of telling or retelling stories. Narrative intervention can be an efficient and versatile means of promoting a large array of academically and socially important language targets that improve children's access to general education curriculum and enhance…

This study evaluated the effect of three conditions in which 34 sixth-grade students were prompted to accumulate as much activity as possible during a Sport Education season. Three intervention conditions were assessed via an alternating treatment design: (a) baseline: no prompting of students; (b) teacher prompts: verbal prompts and suggestions…