Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of…

The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants…

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross-sectional replication…

This study assessed the effectiveness of a program aimed at improving the early numeracy skills of students with moderate intellectual disability. The persistence of the acquired skills and the program's impact on learning were monitored. Feedback from the students and their mothers was also gathered. Using a multiple-probe design across subjects,…

Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with…

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting…

The study explored the effects of two combined training (Strength-Proprioceptive versus Cognitive-Balance) programs on postural balance during single-task and dual-task conditions in children with intellectual disability. The postural balance and the second cognitive-task performances were evaluated before and after 8-week of training in two…

The purpose of this study is to analyse trends in articles on the use of instructional technologies in the education of individuals with special needs, specifically those with mental disabilities and autism. The research was conducted in accordance with the PRISMA statement, and the studies were analysed through content analysis. Between 2015 and…

This book provides an overview of systematic instructional strategies and is written in a format so that teachers and other service providers can immediately put the information to use. It specifically focuses upon systematic instruction for individuals with disabilities (school age and adults) and is generic across age groups as well as…

An interview-informed synthesized contingency analysis (IISCA; Hanley et al. in J Appl Behav Anal 47:16-36, 2014) and related skill-based treatment process can result in socially valid outcomes for clients exhibiting severe challenging behavior when implemented by professionals and then transferred to parents (e.g., Santiago et al. in J Autism Dev…

The purpose of the present study was to examine the effects of easy goals versus difficult goals on acquisition and retention of basketball free throws in children with intellectual disability. Twenty-one children with intellectual disability were randomly assigned to an easy goals or difficult goals group. The participants were required to…

Students with learning disabilities (LD) often leave school without the necessary cognitive autonomy skills to independently navigate adulthood and meet the life challenges of the 21st century. Acquiring and maintaining cognitive autonomy skills (i.e., decision-making, voicing an opinion, evaluating the consequences of decisions, self-assessing…

This study aimed to examine the social skills of children with educable intellectual disabilities through behavioural analysis. The participant group of the study consisted of 11 students with a mild level of intellectual disability (ID). The students participated in adapted educational game practices 2 days a week for 10 weeks. The Social Skills…

Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and…

There is a lack of research on effective interventions to improve the early numeracy skills of children with severe disabilities---autism spectrum disorder, developmental disability, and intellectual disability---and complex communication needs. While preliminary research suggests the Early Numeracy curriculum is effective for teaching children…