Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities

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.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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