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Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction.

The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.

Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and inclusion of students with ESN in general education settings is included in the introductory special education courses taken by preservice general education teachers, which we refer to as "SPED 101." Our research team surveyed 302 instructors of SPED 101 courses in general education baccalaureate teacher preparation programs at institutions of higher education across the United States. Data suggest that most instructors cover content related to the instruction and the inclusion of students with ESN, although the extent to which content is addressed varies among instructors, indicating inconsistencies in course content, delivery, and instruction. Limitations, implications, and future research are discussed.

The purpose of this review was to examine the body of research on teaching mathematics to students with moderate and severe developmental disability that has been published since 2005, reflecting changes in both the academic expectations for this population and research and design standards in the evidence-based practice (EBP) era. We examined research on teaching mathematical skills for students with moderate and severe developmental disability from 2005-2016 and found 36 studies (33 single-case and three group-experimental studies), updating the Browder, Spooner, Ahlgrim-Delzell, Harris, and Wakeman analysis. Of the 36 studies included in the review, 22 single-case and three group-design studies received a rating of high or adequate quality using the National Technical Assistance Center on Transition (NTACT) indicator criteria. In addition to systematic instruction, instructional procedures of technology-aided instruction, graphic organizers, manipulatives, and explicit instruction were found to be EBPs in teaching mathematics to this population.

Post-school outcomes in the areas of health, safety, and independent living are poor among students with complex communication needs and autism spectrum disorder, particularly for those in rural areas. This study examined the comparative effects of print versus digital technology instruction on participants' cumulative accuracy of answering Wh- (who, what, where, and when) functional community knowledge comprehension questions during print and digital technology instructional sessions, with four high school-age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g., pictorial task analysis, graphic organizers, systematic prompting with feedback) for teaching mathematics skills to students with moderate ID. The dependent variables included steps performed correctly on a problem solving task analysis, number of problems solved, problem type discrimination, and generalization of problem solving skills. Results of a multiple probe across student dyads design indicated a functional relation between three dependent variables and the intervention. Upon completion of the intervention, all eight participants with moderate ID correctly followed the task analysis, discriminated problem types, and solved word problems. Key discussion items include feasibility of teaching problem solving skills, types of modifications needed, and the generality of these skills to novel formats.

Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve video-simulation real-world mathematical problems by finger counting using video prompting (VP) in conjunction with systematic instruction (e.g., least intrusive prompting) with error correction and feedback. The simulated videos covered a variety of thematic units (i.e., pet store, grocery store, household chores, sporting goods store, outside chores, and thrift store) students may encounter in their everyday lives. The results of this study demonstrated a functional relation between VP and participants' mathematical problem-solving skills. Findings from this study provide several implications for practice and research for using video-based interventions to teach mathematical problem solving to students with moderate ID.

Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant's ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment.

For more than 20 years, distance education has provided an option for prospective special education teachers to achieve licensure and a graduate degree. The program began as a two-way interactive television endeavor located at area community college sites. Over time, the program evolved to include online coursework with synchronous class meetings. In addition, changes in licensure and the graduate program have affected the schedule and offerings. Although changes are part of the story, the mission has remained the same, to provide quality graduate instruction to teachers of students with disabilities in a convenient, connected manner. This article includes a reflection on the original program and highlights of four major transitions over the 20 years of the program.

Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article.

Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in "The Journal of Special Education" ("JSE"). We coded key variables related to evidence-based research in articles published between 2004 and 2017. We found that most studies included elementary- or secondary-aged students with disabilities in general or special education classroom settings with teachers or researchers assessing the benefits of academic skill training interventions using single-case designs. We discuss implications for ongoing internal reviews and assessments as well as for comparisons, benchmarking, and evaluations within the field.

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

At the 2016 TASH Conference in St. Louis, a research colloquium was held that focused on the state of selected life-span services for people with severe disabilities. Topics addressed by leading experts in the field included inclusion, teaching academic skills, family support, challenging behavior, supported employment, and voting. This article summarizes the information presenters shared at the colloquium. The presenters prepared a short response with a minimum number of citations based on the material they presented, which focused on the description of the practice, extent to which practices are implemented, challenges to implementing the practice, and recommended practices. Although all contributors suggested that much progress has been made, they concurred that there is still much to do in serving people with severe disabilities and their families.

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students' outcomes. Three teacher-student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize, report, and establish the state of affairs for teaching EBPs to students with severe disabilities; examine established practices and considerations for the future of EBPs; and describe the relevance of the EBP movement to advocacy and intervention research for this population. Leading organizations dedicated to improving the lives of people with severe disabilities must continue to place emphasis on practices and research that have provided empirical demonstrations of effect and standards of proof.

This article discusses the relationship between evidence-based practices (EBPs) and values in research and practice pertaining to people with severe disabilities. The importance of basing educational and habilitation practices on substantial scientific evidence for practical, moral, and legal reasons is acknowledged given the prevalence of unsubstantiated fads in this arena and the manifest success of many empirically established EBPs. It also addresses the complexity of issues surrounding the identification and use of EBPs in relation to quality of life and rights-based advocacy for this population. EBPs are discussed in a set of five different relationships with values-based practices (VBPs). In the best of cases, EBPs are consistent with and support VBPs as has often been the case in the recent history of research, practice, and social change. In other cases, the relationship between EBPs and VBPs are more complex and require thoughtful discussion in moving ahead with the important work of establishing and implementing EBPs at scale. The differences between efficacy and effectiveness are discussed in the context of the much needed work on implementing EBPs at a national scale. Examples of necessary information to aid implementation are presented. The necessity of ongoing data collection and implementation of EBPs with fidelity are highlighted.

Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piece-meal fragmented approach to pre- and in-service training, which exists currently, needs to be replaced with 21st century models of special education teacher development that are seamless, technology enabled, comprehensive, cohesive, and career spanning. In this article, the authors briefly address persistent and unresolved challenges, identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities. Change drivers include the digital revolution, the diversity gap, the credibility factor, the demand for collective impact, and the culture of we. The authors conclude with a call to action.

Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence, with skills to make individual choices, and with opportunities for potential employment. Portable technology such as an iPad2® can be used to enhance literacy skills for students with severe disabilities in elementary school. A typical way to teach literacy to this population is through the use of a shared story. Although systematic instruction has proven to be an effective teaching strategy, the generality of the literacy skills usually has not been the focus of the training. In this study, five students with severe disabilities (IQ below 55, range in age 7-11 years, grade range 2nd-6th grades) were taught to generalize literacy skills via multiple exemplar training. A multiple probe design across participants demonstrated a functional relation between student responding and the intervention. Extension of what we currently know, limitations, and future research are discussed.

This essay describes major advances in educating students with severe disabilities. The authors propose that applied behavior analysis, the focus on functional life skills, and the promotion of academic content have been the major advances in the "how" and "what" of learning for this population. An increased focus on literacy, improved instruction for teaching state standards, and increased emphasis on students with the most significant disabilities are provided as goals for the future.

Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across science units design to examine the effects of a collaborative preteaching method on the science achievement of two high school students with SLD in their respective general education biology classes. Results indicated a functional relation between the introduction of the collaborative preteaching and improvement in both participants' performance on daily biology tests. Implications for practice and suggestions for future research are discussed in relation to the benefits of collaborative preteaching for high school students with SLD in general education classrooms.

Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of systematic instruction, including constant time delay and a modified system of least prompts, paired with an iPad2® to teach grade-appropriate literature in a shared story format for students with limited verbal ability. The participants in this intervention were four elementary-aged male students with autism and limited to no verbal ability. A 10-step task analysis was developed to guide the shared story process. Results indicated that the participants were able to increase the number of independent correct responses on the task analysis from baseline to intervention. Study limitations and implications for future research are discussed.

Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students' number of correct steps completed on the task analysis. Future research and implications for practice are discussed. (Contains 2 tables and 3 figures.)

In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to "real-world" applications. Future research and implications for practices are discussed. (Contains 4 tables and 3 figures.)

For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. (Contains 2 figures.)

The Common Core State Standards (CCSS) in mathematics were created to help all students become prepared for the demands of future careers and life in an age of technology. Similarly, students with moderate and severe disability will need these skills to meet these changing expectations. Although mathematics instruction could focus on a few of the earliest mathematics skills throughout the students school career, research presented in this article shows students with moderate and severe disability can learn skills that align with the grade level of their chronological age while also practicing early numeracy skills. This article provides teachers with a 6-step approach to providing instruction to students with moderate and severe disability aligned to the new CCSS. (Contains 2 tables and 2 figures.)

Schools across the country are inadequately prepared to meet the educational needs of English language learners (ELLs), much less the needs of ELLs who also have an intellectual disability (ID). In this exploratory study, three Mexican American elementary students with moderate ID were given vocabulary word instruction in English and Spanish using an alternating treatments design, and the effects of the number of words correctly identified per instructional strategy were measured. Two of the students acquired a greater number of English vocabulary words in the Spanish model-lead test intervention. Vocabulary scores increased for the third student under both conditions, but there was no differential advantage by language. Implications for future research and practice related to instructional strategies for this population are discussed. (Contains 2 figures.)

The "What Works Clearinghouse" guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers' instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers' knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed. (Contains 2 tables and 3 figures.)

Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations.

This article was written as a response to Ayres, Lowrey, Douglas, and Sievers (2011) who commented on the degree to which promoting the teaching of functional skills had a higher probability of leading to a more independent life for students with severe disabilities. In doing so, the authors take issue with the use of a standards-based curriculum and suggest that working on grade-level content seizes time that could be allocated to teaching skills for adult life. We suggest that a standards-based curriculum affords students with severe disabilities a complete educational opportunity and need not preclude personally relevant instruction. In our rejoinder, we first describe our points of agreement (evolving curriculum, contribution of research on teaching functional skills, dismal transition outcomes), and then suggest seven reasons why a standards-based curriculum is appropriate. Our reasons include: (a) right to a full educational opportunity, (b) relevancy of a standards-based curriculum (c) unknown potential of students with severe disabilities, (d) functional skills are not a prerequisite to academic skills, (e) standards-based curriculum is not a replacement for functional curriculum, (f) individualized curriculum is limited when it is the only curriculum, and (g) students creating their own changing expectations through achievements.

Competence in early numeracy skills highly correlate with success in mathematics in later years; however, many students, including students with moderate and severe disabilities, lack a sound foundation in early numeracy skills. For this population, the gaps in skills widen as students progress through academic years, making it more difficult for students to access the general curriculum, and consequently, students exit school without the skills needed for the 21st century. This article provides a conceptual model for teaching early numeracy skills to elementary students with moderate and severe developmental disabilities, as well as pilot research in both special and general education settings. Limitations and suggestions for future research are included. (Contains 2 tables and 4 figures.)

Although the importance of safety skills instruction is well acknowledged and available data suggest individuals with varying disabilities sustain injuries from accidents at a rate that is comparable to or may exceed the normative population, many students do not receive systematic safety skills instruction. Findings on the extent to which students are provided such instruction have been based largely on teacher input and parent input, with little or no input provided by students. The purposes of this investigation were to ask students with intellectual and other disabilities across two states about the safety skills they learned in school and to assign value to each safety skills' content area. In addition, this investigation sought to identify differences in safety beliefs between students with mild disabilities and students with moderate to severe disabilities. Results indicated that both groups valued safety skills instruction, but students with moderate to severe disabilities assigned a higher level of importance to safety than their peers with mild disabilities. Implications for future research are discussed. (Contains 2 tables.)

A review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities. This review extended earlier comprehensive work in literacy, mathematics, and science for the population in question. A total of 18 studies met the Horner et al. (2005) quality indicator criteria. In general, time delay and task analytic instruction were found to be evidence-based practices. In addition, specific target responses were defined to show academic learning, with the most prevalent target responses being discrete responses; the type of systematic prompting and feedback used most often was time delay, while the component used least often was stimulus fading/shaping; and teaching formats used most often were massed trials and one-to-one instruction. (Contains 2 tables.)

There has been limited research on the acquisition of grade-aligned science skills for students with moderate intellectual disability, with even more restriction on academic skills in inclusive settings. This study examined the effects of peer-mediated time-delay instruction to teach inquiry science and use of a knowledge chart to students with moderate intellectual disability in an inclusive setting. Six general education peers implemented an embedded constant time-delay procedure during three science units with 5 students with moderate intellectual disability. All 5 students increased the number of correct science responses across all science units. Three students required additional support by the special education teacher to reach mastery. In addition, all 6 peers were able to implement the intervention with high fidelity, while maintaining science grades at preintervention levels. High levels of social validity were reported. (Contains 1 table and 6 figures.)

This comprehensive review of Social Story[TM} literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. (Contains 3 tables.)

Active student responding (ASR) has been shown to be an effective way to improve the mathematical skills of students. One specific method of ASR is the use of response cards. In this study, a system of least prompts combined with response cards was used to increase mathematical knowledge, and number identification, of three elementary students with significant disabilities (age range, 7-10 years, IQ range, greater than 20-44) via a multiple probe design across participants. A functional relationship was demonstrated between student responding (increased number identification) and the implementation of the least to most prompting system. Maintenance checks, after the intervention was concluded, demonstrated that the skill level was sustained. Limitations and future research are discussed. (Contains 1 table and 1 figure.)

A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual model developed for science content. Seventeen experiments were analyzed for research quality where science content was taught to this population; 14 of these studies were viewed to be of high or adequate quality. In general, we found systematic instruction as an overarching instructional package to be an evidence-based practice for teaching science content. Furthermore, components of systematic instruction (i.e., task analytic instruction and time delay) were analyzed. We discuss the outcomes to reflect how to teach science, what science content to teach, why to teach science, and recommendations for future research and practice. (Contains 2 tables and 1 figure.)

Federal mandates as well as the National Science Education Standards call for science education for all students. IDEA (2004) and NCLB (2002) require access to and assessment of the general curriculum, including science. Although some research exists on teaching academics to students with significant disabilities, the research on teaching science is especially limited. The purpose of this investigation was to determine if teachers of students with moderate and severe intellectual disabilities could learn to use a task analysis for inquiry-based science instruction and if this training increased student responding. The findings of this study demonstrated a functional relationship between the inquiry-based science instruction training and teacher's ability to instruct students with moderate and severe disabilities in science. (Contains 4 tables and 3 figures.)

This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K-fourth-grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six-factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one-factor model of emergent literacy was the best-fitting model. Implications and limitations are discussed. (Contains 4 tables and 1 figure.)

Researchers have conducted two prior longitudinal retrospective syntheses of the journal "Teacher Education and Special Education." The present authors' approach is different; they analyze only the content published during their tenure as editors. They define big ideas that they believe are representative of what they published. They found that federal initiatives and personnel preparation (32%) and teacher beliefs and practices (24%) accounted for 56% of the articles published, followed by the "other" category (11%) and program descriptions and evaluations; recruitment, retention and attrition; collaboration; and technology applications (each less than 10%). They also find that quantitative research approaches (55%), qualitative designs (14%), and mixed-method (11%) designs are represented in the published articles. The authors reflect on these outcomes and offer a perspective on teacher education and special education. (Contains 1 note and 4 tables.)

Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that takes place in the classroom. The authors developed a more objective, learning-centered approach to teaching evaluation. Standardized test tools were developed suitable for measuring the content knowledge of students in undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and content knowledge testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction were reflected in opinions on traditional student questionnaires. No relationship was demonstrated between learning as defined by end-of-course performance in content knowledge and traditional course evaluation outcomes. The authors' hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported. (Contains 4 tables.)

Shared stories have been shown to help increase emerging literacy skills in students with significant intellectual disabilities. One important literacy skill is the development of listening comprehension. In this study, least-to-most prompt system was used to promote listening comprehension during shared stories for two students with significant intellectual disabilities and visual impairments. The procedure was evaluated via a multiple probe design across materials (i.e., books). Outcomes indicate that both students improved on the correct number of comprehension questions answered during all three books. In addition, Student 1 was able to generalize responses across people and settings as well as maintain results. Future research and implications for practical team implementation of the least-to-most prompt system to teach listening comprehension are discussed. (Contains 3 tables and 2 figures.)

Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an English-language learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications are discussed. (Contains 2 tables and 1 figure.)