This study investigated effects of a Direct Instruction reading comprehension program implemented with students with autism spectrum disorders (ASD) and developmental disabilities (DD). There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension Direct…

The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both…

This article is both an ethnographic and an action-based description of how excellent early childhood teachers in seven inclusive preschool and kindergarten classrooms fostered the developing literacy profiles of young children with significant developmental disabilities alongside their typically developing peers through active, engaging, social…

The purpose of this mixed methods study was to examine the academic achievement implications for developmental community college students taking an introductory business course when instruction was differentiated in order to make course content more accessible. The research questions guiding this study looked at the relationship between…

Conditional discrimination is inherent in the intraverbal relation when one verbal stimulus alters the evocative effect of another verbal stimulus and they collectively evoke an intraverbal response. Rarely in research on conditional discriminations have both conditional and discriminative stimuli been vocal verbal and rarely have the responses…

The purpose of this study was to replicate previous findings indicating a moderate association between teacher perceptions of behavior as measured by direct behavior ratings (DBRs) and systematic direct observation (SDO) conducted by an external observer. In this study, data regarding student on-task and disruptive behavior were collected via SDO…

This dissertation reviewed experimental studies centering on the Lovaas Method (LovM), reviewed experimental studies centering on Verbal Behavior Approach (VBA) and/or studies that focused on the primary verbal operants, and compared the effects of LovM and VBA on the development of tact repertoires of three 11 to 12-year-old students with…

This study compared the effectiveness of self-, other-, and subjective-video models on teaching daily living skills to three individuals with developmental disabilities. Results indicated that all conditions were effective in promoting independent correct responding in both instructional and generalization settings and that the effects maintained…

Four developmentally disabled adults demonstrated similar acquisition rates in identifying symbols via two procedures: standard prompting (stimulus-delay) and the same procedure plus an intervening response of naming the target stimulus prior to responding. Two Ss showed a larger deterioration of performance under the intervening response…

Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are…

The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skill for students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research…

A common deficiency in the verbal repertoires of individuals with autism and related disorders is the absence of socially appropriate vocal mands. The vocal mand repertoires of these individuals may be lacking in several respects: (a) The individual might engage in no mands whatsoever, (b) the mand might be topographically dissimilar to an…

We evaluated a video-based error correction procedure for teaching four adults with developmental disabilities to set a table. Video clips were initially used as an antecedent prompt. However, only one of the adults learned to set the table with this procedure. Consequently, the remaining three adults received intervention in which the video clips…

The purpose of this study was to train teachers to follow a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students with moderate and severe developmental disabilities. A multiple-probe-across-participants design was used to examine the effects of training teachers to follow a…

Many everyday matching tasks taught to persons with developmental disabilities are visual-visual non-identity matching (VVNM) tasks, such as matching the printed word DOG to a picture of a dog, or matching a sock to a shoe. Research has shown that, for participants who have failed a VVNM prototype task, it is very difficult to teach them various…