Appropriate physical education program for students with an intellectual disability can increase their engagement in inclusive physical activity; however, fewer than a quarter of students with an intellectual disability meet the current physical activity guidelines. In this study, we used a single-case multiple probe across participants design to…

Learning prepositions is very important for students with an intellectual disability to engage in functional communication behaviors. In addition, it is important for the students with intellectual disability to engage in physical activity at school because they spend the majority of their waking hours during weekdays at school. One way to…

This study compares the effectiveness and efficiency of constant time delay (CTD) and simultaneous prompting (SP) to teach decoding and word reading to four students, 7 to 9 years of age, with intellectual disabilities (ID) in the mild to moderate range. An adapted alternating treatment design was implemented to assess the two methods. The results…

Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was…

The purpose of this research exploration was to investigate the impact of video prompting procedures on the acquisition of electronic journaling skill, and how to create and present scientific knowledge previously learned by students with intellectual disabilities. Using single-subject, multiple probe, and multiple baseline-design across four…

The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been…

A multiple probe across participants design was used to examine the effectiveness of a treatment package to teach students with moderate intellectual disability how to solve simple linear equations. The investigator read realistic scenarios of a problem, used actual items as manipulatives, presented a visual aid of the equation, and used a system…

Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting…

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results.…

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…