A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of…

The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30…

Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments…

Video-modeling (VM) is a widely used instructional technique that has been applied to the education of children with developmental disabilities. One form of VM that lacks in-depth analysis is point-of-view video modeling (POVM). The current study investigated the use of POVM to teach three children diagnosed with autism to initiate and maintain a…

This study examined the effects of self-monitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider[R] that vibrated at pre-set time schedules prompting the students to self-record whether or…

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe…

A multiple baseline design across participants was used to evaluate the effectiveness of a file box system plus self-monitoring on the organizational skills of four fourth and fifth grade students with high functioning autism (HFA) and Asperger's Syndrome (AS). Instruction took place in general education classrooms and consisted of teaching…

In Experiment 1, "more" and "less" relations were trained for arbitrary Stimuli A1 and A2 with 3 children with autism. The following conditional discriminations were then trained: A1-B1, A2-B2, B1-C1, B2-C2. In subsequent tests, participants showed derived more-less mands (mand with C1 for more and mand with C2 for less). A training procedure…

The purpose of this study was to investigate the effects of type of question prompt and level of prior knowledge on non-routine mathematical problem solving. A computer game was blended within the pattern reasoning tasks, along with question prompts, in order to demonstrate and enhance the connections between viable problem-solving strategies and…

The present study assessed the possibility of assisting four persons with multiple disabilities to move through and perform simple occupational activities arranged within a room with the help of automatic prompting. The study involved two multiple probe designs across participants. The first multiple probe concerned the two participants with…

Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

Background: Onsite standard care and remote telecare supports were provided to adults with intellectual disabilities living in integrated community settings and evaluated in terms of effectiveness as consumers completed a series of novel household activities. Methods: Using an alternating treatment design with baseline and follow-up conditions in…