Virtual reality (VR) is a promising avenue to enhance the independence and daily living skills of high school students with intellectual disability. This study investigated the efficacy of a non-immersive VR focused on teaching food preparation skills to secondary students with intellectual disability. Three high school students with intellectual…

Students with disabilities may find it difficult to learn and gain the life skills needed to live, work, socialize, and attend postsecondary education. In vivo and community-based instruction (CBI) are among the most effective ways to teach life skills, especially with a goal of generalization. Despite the strong relationships that often exist in…

This study investigated the effects of behavioral skills training (BST) in teaching earthquake preparedness skills to students with developmental disabilities within a small group arrangement. A multiple probe design across behaviors and replicated across participants evaluated the effectiveness of BST when teaching three high school students to…

Career education for students with disabilities during their transition to adulthood is of utmost importance for their career planning and preparation. To implement effective career education for students with disabilities, it is necessary to use technology that provides new learning experiences. This study investigates the impact of an artificial…

Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and…

Research has demonstrated positive impacts of behavioral interventions on various educational outcomes for autistic youth, and implementation of these interventions in education settings has been widely advocated. However, recent studies have identified methodological shortcomings in the behavioral intervention evidence base, including lack of…

The demand for science, technology, engineering, and mathematics (STEM) courses in education aligns with the need to advance society through innovation and research. Proficiency in STEM courses and curriculum is critical for nations to become global economic leaders. However, the majority of students in high school do not participate in STEM…

This research focuses on education's transformative potential, particularly as it relates to school sport for students with disabilities. The study introduced a participatory action research approach, using Game Changers -- an inclusive sport program co-designed with students with disabilities using a human-centred design approach to address the…

Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve self-determination, a one-year…

Building foundational job and social skills for high school students with intellectual disability (ID) is critical for post-school employment success. Unfortunately, students with ID often experience limited opportunities to learn and hone these skills while in school. One way to build job and social skills are through a peer-mediated intervention…

Age-appropriate use of social skills throughout a student's K-12 career has been linked to a variety of favorable academic and behavioral outcomes (Capara et al., 2000; Malecki & Elliot, 2022; Wentzel, 1993). Social skill deficits are widely present in the secondary setting (Gresham et al., 2010), and research has highlighted 9th grade as an…

In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the…

Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high…

It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to…

Many students diagnosed with autism spectrum disorder (ASD) encounter difficulties related to self-management, which subsequently hinder their capacity to actively engage in online learning. As the enrollment of students with ASD in online education continues to rise, the exploration of self-management techniques adaptable to this educational…