Teaching procedures, chaining, prompting and task analysis.
Kristin M. Albert, Kimberly N. Sloman, Elbert Blakely
No abstract available yet. Open the article for details.
Kristen R. Rolf, Kaitlin Bundock, Timothy A. Slocum, Patrick Wieszciecinski
What it found: Among 30 students ages 11–14 with learning disabilities or difficulties, those receiving explicit, systematic mathematics vocabulary instruction scored significantly higher on a vocabulary posttest than controls, and teachers implemented the intervention with acceptable fidelity and rated it acceptable and easy to use.
Why it matters: Explicit, systematic instruction may help staff teach mathematics vocabulary to students needing intensive support while offering an approach teachers find practical to implement.
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Kristin L. Hathaway, Hannah Moore, Erin E. Gustafason, Anna Castro-Alcocer, Valerie M. Volkert
No abstract available yet. Open the article for details.
Tiffany Kodak, Oliver Carrell
No abstract available yet. Open the article for details.
Mary Halbur, Regina Carroll, Elizabeth Preas, Mikayla Crawford, Megan Ruffo
No abstract available yet. Open the article for details.
Humberto Peña, Gabriel C. Campos, Marie Kirkpatrick
What it found: Using a multiple-baseline design, the study found that behavioral skills training with video modeling produced immediate communication improvements across autistic participants in selected community settings, with some generalization and high social validity.
Why it matters: Practitioners can consider combining behavioral skills training and video modeling in participant-preferred community settings to teach useful communication skills.
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Máyra Laís de Carvalho Gomes, Camila Domeniconi, Priscila Benitez, Ana Claudia Almeida-Verdu, Thomas Sean Higbee
What it found: Researchers used functional analyses to guide teaching three Brazilian children with autism to request tangible items, and all three learned the requests while their disruptive behaviors decreased.
Why it matters: The study supports using functional assessment results to select communication skills that can replace disruptive behavior in everyday practice.
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Corina L. Coulter, Miguel E. Ampuero
What it found: Using a concurrent multiple baseline design, researchers found that modeling and vocal rehearsal within explicit instruction established correct number writing across children with absent or impaired number writing skills.
Why it matters: Staff teaching foundational number writing may consider combining modeling with vocal rehearsal as part of structured instruction.
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