Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18-21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild-moderate intellectual and…

School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who…

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…

Reading opens the world to individuals and is one of the most important skills learned in school. Around the world, researchers are focused on improving reading instruction for all students, including students with developmental disabilities. Much energy is spent teaching reading basics such as early literacy skills to primary-aged learners…