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Direct linkLee, Angel; Browder, Diane M.; Hawley, Katherine; Flowers, Claudia; Wakeman, Shawnee – Education and Training in Autism and Developmental Disabilities, 2016
This study investigated the effects of task analytic instruction, systematic prompting and graphic organizers on two students' ability to compose informational text. Participants were provided with information articles from which they identified the key ideas and supporting details. Participants transferred this information to a graphic organizer…
Descriptors: Developmental Disabilities, Writing Instruction, Writing Evaluation, Task Analysis
Spooner, Fred; Knight, Victoria F.; Browder, Diane M.; Smith, Bethany R. – Remedial and Special Education, 2012
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…
Descriptors: Evidence, Developmental Disabilities, Feedback (Response), Special Education
Browder, Diane M.; Lee, Angela; Mims, Pam – Education and Training in Autism and Developmental Disabilities, 2011
This study investigated the effects of scripted task analytic lessons with systematic prompting on engagement and comprehension of students with a multiple, severe disability using a multiple probe single case design. Three teachers followed the scripts to include a target student in a story based lesson to increase comprehension and engagement.…
Descriptors: Multiple Disabilities, Severe Disabilities, Literacy, Task Analysis
