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In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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 pre-intervention levels. High levels of social validity were reported., Science education provides students with the opportunity to gain knowledge and wonder about the natural world. All students can benefit from learning information such as life cycles, the formation of [...]

A review of the literature was conducted for articles published between 1975 and 2007 on the application of time delay as an instructional procedure to teach word and picture recognition to students with severe developmental disabilities in an effort to evaluate time delay as an evidence-based practice. A total of 30 experiments were analyzed using quality indicators for single-subject design research. In general, we found that time delay was an evidence-based practice for teaching picture and sight word recognition supported by standards for evidence-based practice proposed by Horner et al. (2005). We discuss lessons learned in summarizing a body of literature to define an evidence-based practice and suggestions for better defining the practice., The importance of using scientific data to develop educational practices for students with severe disabilities has been advocated for over 2 decades (Haring, 1996; Kaiser, 1990; Noonan & Reese, 1984). [...]

This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings., Instructional practices in mathematics for students with significant cognitive disabilities have historically focused on teaching mathematics within activities of daily living, such as shopping (e.g., Aeschleman & Schladenauffen, 1984; Browder, [...]

This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panel's components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population., The "science of reading" that has developed over the last 20 years has led to new optimism that, as a nation, we can do better in teaching all students to [...]

This article reviews promises, practices, and provisos of alternate assessment as a basis for illustrating what we know and what we need to know about measuring progress of students with disabilities in statewide assessment programs. In 19 data-based studies, professionals have begun to document the impact that alternate assessment is having on school reform and policy in general and to expectations, access to the general curriculum, and instruction for students with disabilities, especially those with significant cognitive impairments. At this juncture, there are insufficient data to report with confidence that alternate assessment will live up to its promises. Based on the data at hand, we offer recommendations for future research and a clearer focus on what we need to know to improve the outcomes of alternate assessments., An important way states have been implementing school reform in recent years is through the use of large-scale state and district assessments for student and school accountability. These assessments are [...]

In the current investigation, we reviewed the literature on communication interventions for individuals with intellectual and developmental disabilities (IDD) on college campuses. Eight studies met our inclusion criteria. Data were extracted related to participant demographics (e.g., disability, response form, type of postsecondary program) and study variables (e.g., design, settings, intervention). We evaluated the methodological quality of each study using the National Technical Assistance Center on Transition's Quality Indicator Checklist for single-case design studies. Results indicated a dearth of literature in this critical area and that extant literature reflected a primary research emphasis on the use of multi-component packages to teach communication skills to students with mild or no intellectual disability. Limitations and implications for research and practice for transition professionals and university campus providers are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]