Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational…

This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated…

A multiple probe across participants design was used to examine the effects of intervention on reality-based fictional narratives. Four boys with autism spectrum disorder (ASD) and language disorder, aged 9-10, participated in a 1:1 intervention targeting the narrative macrostructure elements of character, setting, problem, feelings, and fix.…

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to…

Reading difficulties during childhood often continue during adulthood and result in adverse effects (e.g., unemployment, poverty). A common method to teach early literacy skills is via multisensory instructional programs, which use combinations of mnemonic devices, such as visual, auditory, tactile, and kinesthetic movements. The current…

Math facts are foundational for later math skill development but have been identified as a common skill deficit among students in early schooling (Gersten, Jordan, & Flojo, 2005). Drill-based interventions effectively target and improve foundational academic skills (Burns, 2005), however, there is limited research examining drill-based…

Young children who cannot use their natural speech to communicate their daily wants, needs, thoughts, and opinions often rely on augmentative and alternative communication (AAC) strategies that frequently use graphic symbols to assemble messages. Early intervention strategies typically focus on visual scene displays (VSDs) to place target messages…

Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with…

This paper reports on a project designed to promote the understanding of the World Heritage site of Old Rauma, Finland, with the help of craft activities. Through fieldwork and an analysis of the data collected from two craft interventions, the paper examines how craft making can serve as a medium to celebrate a sense of place and inspire people…

Powell, Berry, et al. (in press) conducted a randomized control trial assessing the effects of two variants of word-problem intervention with third graders (n = 304) experiencing mathematics difficulty. Students were assigned to a business-as-usual condition (BaU) or one of two variants of word-problem intervention. One variant included a…

Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors…

Purpose: Children with autism spectrum disorder (ASD) and complex communication needs are increasingly taught to use tablet-based speech-generating devices (SGDs). An important issue in designing such interventions is the selection of an appropriate format for displaying vocabulary. The purpose of this study was to determine (a) whether young…

Purpose: Unlike traditional implicit approaches used to improve grammatical forms used by children with developmental language disorder, explicit instruction aims to make the learner consciously aware of the underlying language pattern. In this study, we compared the efficacy of an explicit approach to an implicit approach when teaching 3 novel…

For the purpose of this research, a concurrent multiple baseline design was used to measure the effects of a Constant Time Delay (CTD) intervention. CTD was implemented as an intervention to support four transition students' abilities to recognize functional sight words. The sessions were held during a summer transition program on a large…

Objectives: Integration of children's individualized behavioral learning objectives into ongoing activities, routines, and transitions of preschool classrooms has been a recommended practice for many years in the field of early childhood special education. This study examined the effectiveness of embedded instruction in teaching three functional…