Research indicates that students with intellectual disability (ID) frequently engage in off-task and disruptive behaviors, which may lead to the exclusion of these students from general education classrooms and school dropouts. In the current study, researchers implemented self-monitoring to improve the on-task behaviors of four participants with…

Discrete trial teaching (DTT) is a common teaching methodology used within intervention for autistics/individuals diagnosed with autism spectrum disorder (ASD). Practice recommendations related to using DTT for receptive language instruction includes the desired size of the array of stimuli to be presented. Some recommendations include ensuring…

The current study aims to determine whether the response cards are an evidence-based strategy for academic and behavioral support for students with disabilities. For this purpose, a literature review was conducted to determine studies that implemented the response cards strategy (RCS). The rigor of the studies was evaluated using What Works…

Social Stories™ are a story-based intervention commonly used to teach students with disabilities how to behave in new routines or changing environments, academic skills, and social interactions including tacting others' emotions. According to the National Standards Project, story-based interventions are considered an established treatment.…

A single subject multiple probe design across participants was used to examine the effects of distributing trials in shared stories on listening comprehension and skill acquisition with students with significant cognitive disability (SCD). The results suggest a functional relationship between the independent and each of the dependent variables. In…

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 study sought to evaluate effects of self-directed training on teachers' ability to implement computer-assisted instruction (CAI) designed to teach bi-directional naming (BiN), a skill that involves incidental learning, to children with developmental delays. Three special education teachers in China participated in this fully online study. A…

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a…

Students with intellectual and developmental disabilities have more opportunity to attend postsecondary education than ever before. Peer mentors who support these students sometimes need to manage challenging behavior. This study examined the impact of training and coaching with performance feedback on peer mentors' fidelity in implementing…

The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how…

Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained…

Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, antecedent creative dance activities, and priming of…

Using contingent praise is a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting the use of praise to decrease challenging behaviors and increase desirable behaviors, a consensus on how much praise is needed has yet to be reached. In an effort to identify…

Research has shown that response cards (RC) enhance academic performance of low-achieving students with mild to moderate disabilities. Learners with autism spectrum disorder (ASD) and intellectual disability (ID) often have difficulties with communication, which limit their participation in group lessons and limit their access to the general…

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…