Researchers have repeatedly found schematic diagrams, both as part of Modified Schema Based Instruction and outside of this problem-solving approach, effective for teaching students with disabilities, including intellectual and developmental disabilities (IDD), to solve math word problems. The current study was a systematic replication of Bouck,…

Researchers determined virtual manipulatives, on their own or as part of an instructional sequence, to be an evidence-based practice for students with intellectual and developmental disabilities (IDD; Long et al., 2022). Yet, the majority of research looking at virtual manipulative-based instructional sequences involves the phases learned in a…

Fetal alcohol spectrum disorder (FASD) is characterized by impulsivity and deficits in executive functioning. Given this, individuals with FASD might particularly benefit from interventions that teach them to manage their own behavior in a more adaptive manner. Using a reversal (ABAB) design, the current study investigated the effects of a…

Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured…

In the current study, we taught three middle school peers without disabilities to implement a commercially available literacy program with students with extensive support needs (ESN). Our teaching package included behavior skills training, ongoing feedback, and visual supports. We employed a multiple probe across participants design to evaluate…

Including students with autism spectrum disorders (ASD) in general education is a common practice today. However, there are relatively few mathematics interventions for students with ASD in secondary education. There is also a lack of literature exploring mathematics interventions that reflect grade-level academic requirements and are adapted for…

Although it is critical for students with autism to be included in large-scale assessment and accountability systems, it is not clear how to best measure their underlying academic skills and knowledge. Additional empirically-supported guidance is necessary to assist school teams that need to make decisions about how to best include students with…

The ESCAPE curriculum model was developed to enhance emotional awareness and behavioral support for students with autism spectrum disorder (ASD) to help with stressful events and escape from emotional distress. The instructional phases represent an emotion regulatory process: starting with emotional and behavioral awareness, followed by…

The general education classroom is filled with academic vocabulary, and individuals with developmental disabilities benefit from explicit vocabulary instruction (Browder et al., 2008; Marzano, 2020; Smith et al., 2013). Picture-based alternative and augmentative communication (AAC) can encourage academic skills development (Ahlgrim-Dehzel et al.,…

The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…

Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some…

Word problem solving skills include complex skills. Teaching word problem solving skills to students with disabilities is more difficult compared to their peers with typical development. Therefore, effective interventions need to be determined in order to teach these skills to students with disabilities. The purpose of this study is to analyze the…

Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…

Fractions are foundational concepts for more advanced mathematics as well as used throughout daily living, for all students, including students with disabilities. This study explored the virtual-abstract (VA) instructional sequence with regard to the acquisition and maintenance of fraction behaviors for three middle school students with mild…

Virtual manipulatives are an emerging intervention to support students with disabilities in mathematics. Through a multiple probe across participants design, researchers examined use of an intervention package consisting of a virtual manipulative (i.e., the Two-Color Counter app-based manipulative) and the system of least prompts (SLP) to support…