As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is…

Teaching science education has remained limited for students with intellectual and developmental disabilities (IDD), which, in turn, has resulted in an ongoing discrepancy between these students and their typically developing peers for decades. Although there is a growing body of research in effective teaching approaches aimed at overcoming this…

Students with intellectual disability (ID) tend to have different experiences than their peers without ID as it pertains to the curriculum they receive, the locations where they are taught, and the amount of time they are provided instruction. The purpose of this exploratory study was to examine the curricular areas and contexts in which high…