A review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities. In general, time delay and task analytic instruction were found to be evidence-based practices. The component used least often was stimulus fading/shaping; and teaching formats used most often were massed trials and one-to-one instruction.
Sponer, Fred, Knight, Victoria F., Browder, Diane M., and Smith, Bethany R. (2012). Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities. Remedial and Special Education, 33, 374-387.