The high-probability (high-p) instructional sequence typically consists of the delivery of a series of high-p instructions immediately followed by the delivery of a low-probability (low-p) instruction and is a commonly used procedure to increase compliance among children with intellectual disabilities. In the current study, we used withdrawal…

Children often learn abstract mathematics concepts with concrete manipulatives. The current study compared different ways of using specific manipulatives -- base-ten blocks -- to support children's place value knowledge. Children (N = 112, M age = 6.88 years) engaged in place value learning activities in one of four randomly assigned conditions in…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

Science content remains a commonly overlooked academic content area for students with severe disabilities, including ASD and ID, despite recent research. The purpose of this study was to evaluate the effects of systematic instruction, such as prompting and fading techniques, implemented during whole-group science instruction for students with both…

An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies…