A multi component training package (live training, video modeling, role playing, and feedback) was used to train teachers to assess and instruct students with profound multiple disabilities. Phase 1 of the study included training seven in-service teachers to conduct assessment in three areas: (a) preference assessment (i.e., potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fin motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills that are necessary for student to master before entering into further instruction). The assessment result yielded the following information for each student participant: (a) a list of three to four preferred items, (b) a list of body movements in which the study reliably uses to respond, and (c) a list of access skills that are mastered and not mastered. Four teacher/student pairs from Phase 1 participated in Phase 2, which consisted of using the multi component training package (same components as Phase 1) to train teachers to instruct students on non mastered access skills. Teachers were trained to use one of the following instructional strategies to teach non mastered access skills: least-to-most prompting, most-to-least prompting, time delay, or graduate guidance. A multiple baseline design across four teacher participants was used to determine if the instructional training was effective in increasing the percentage of correctly implemented instructional steps. Data from Phase 1 suggested that the multi component training package was effective in increasing teachers' skills in assessing students with profound multiple disabilities, as the percentage of correctly implemented assessment steps increased for all seven teacher participants from pre training to post training. Additionally, data from Phase 2 indicated that the training was effective in increasing the percentage of correctly implemented instructional steps from baseline to post training sessions, across multiple access skills. Data from student participants showed that overall, students were responsive to teachers' instruction, as the percentage of independently performed student responses also increased from baseline to post training sessions.

The purpose of this study was to determine if there was a functional relation between a peer-delivered modified system of least prompts procedure (SLP) and an increase in level and trend of performance on finding the area of polygons or finding the volume of cylinders, spheres, and cones, and could the peer tutor reliably implement the modified SLP procedure with middle school students with mild to severe disabilities. A multiple probe days across participants design was used. Results from this study show that there was a functional relation across students in which students were able to make progress on academic math skills when taught by a peer tutor using the modified SLP procedure. The peer tutor was able to reliably implement the procedure to multiple students. Limitations and implications for practice are discussed.

This study examines the connection between curriculum, transition, and employment for individuals with moderate to severe disabilities. Employment for individuals with moderate to severe disabilities remains historically low. Results pointed to a need for increased coherence among transition planning, secondary school curriculum foci, and employers. Many factors influence successful post school employment outcomes for individuals with disabilities. These factors include expectations of the individual and family, individual adaptive behaviors, skill level and lack of knowledge by potential employers of individuals with disabilities. This study sought to understand the following questions: a) in what ways are curricular approaches, transition services, and employer requirements for individuals with moderate to severe intellectual disabilities interconnected? b) What factors affect employment for individuals with moderate to severe disabilities? c) In what ways do curricular approaches and transition services impact post school outcomes for individuals with moderate to severe ID? Connecting curriculum and transition directly to the needs of employers is imperative in understanding the effects both have on post school employment outcomes for individuals with disabilities.

Students with disabilities often face difficulty throughout their lives. One of these common challenges for students with severe disabilities is they often struggle with routine skills — for example, significant time spent helping students transition to activities throughout the day. The student's performance to complete required daily school routines increased when the researcher applied the picture activity schedules. Also, one strategy to enable students with disabilities to increase independence is through assistive technology. Therefore, many studies support the use of technology-based visual supports to teach daily school routines. Teachers increasingly have started to adopt an electronic visual activity schedule (eVAS) as a means to provide clear and consistent support for students with disabilities. Although the above studies are positive, there is still a need to more fully examine the various outcomes of eVAS. Therefore, this study is to investigate the effects of using eVAS (i.e., FIRST THEN application) on the latency period that the student spends for checking the schedule independently and prompts needed to transition throughout the day. Also, the value that the teacher and student place on the use of an eVAS to teach daily life and school routines instead of using typical instruction (e.g., traditional visual schedule), and the student’s ability to generalize the use of the eVAS across instructors and materials (display). The participant was a 10-year-old male in the fifth grade with intellectual disability and autism. This study was conducted in an intermediate school in the southeastern United States. An ABAB single case design was used to investigate the effects of the app. The dependent variables (DV) included: 1) The percent of independent correct responding to the natural cue “timer went off, or the teacher said: “Time to Switch”; 2) The amount of time the participant took to respond to the natural cue and check a schedule. The independent variable (IV) was applying the system of least prompts (SLP) along with the First Then application on iPad. Both DV and IV were collected five sessions in five days, during the transition period between activities in each baseline, intervention, maintenance, and generalization phases. The second observer recorded 25% of the data collection of the inter-observer agreement and procedural fidelity. By the end of the study, the social validity survey was provided one for the teacher and another one for the participant. The result indicated a functional relation between DV and the IV. Also, the limitation and the suggestion for future research were discussed. In conclusion, this study extended the result of prior studies by emphasizing the effectiveness of using the eVAS with students to independently complete the routine skills and applying SLP to give the student the opportunity to do the task with less prompts. The study will guide teachers use of such support tool and apply the intervention in the classroom with students with disabilities.

This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.

The educational rights of students with disabilities are supported through federal mandates, as the Individuals with Disabilities Education Act (IDEA) safeguards a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education students encompass a wide range of individual and unique learning needs, thus the creation of educational environments that utilize fluid and flexible service delivery models is warranted. Furthermore, students with moderate to severe disabilities (MSD) require specialized academic instruction that promotes advancements across several developmental areas, which includes cognition, adaptive skills, communication, and emotional awareness. Exploring educational service delivery models that proficiently address the unique needs of students with MSD is essential, as limited research exists in this specific area. Utilizing a qualitative phenomenological research methodology, this study sought to explore an informal class reassignment program that provides educational instruction to students with MSD. Additionally, the intent behind this study was to explore how the informal class reassignment program influenced the special education teachers’ perspectives regarding learning outcomes for students with MSD, if at all. Moreover, this study sought to explore how moderate to severe special education teachers experience, define and describe an informal class reassignment program specifically designed to target the individual earning needs of students with MSD. This inquiry incorporated semi-structured interviews combined with reflective field notes to gain a deeper understanding of the participants’ lived experiences. Consequently, the findings shed light on factors that relate to optimal service delivery models for students with MSD.

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This study investigated the effects of an electronic visual activity schedule (eVAS; i.e., FIRST THEN Visual Schedule application) paired with the system of least prompts on the latency period and level of independence that a fifth-grade student with Intellectual Disability needed to transition throughout the day. Also investigated were the value that the teacher and student placed on the use of an eVAS to teach daily life and school routines instead of typical instruction (e.g., traditional visual schedule) and the student’s ability to generalize the use of the eVAS across instructors and materials (display). An ABAB single case design was used to investigate the effects of the eVAS app. Study research results indicated a functional relation between the use of the eVAS paired with the system of least prompts and the students correct responding and decreased latency. Limitations of the study and the suggestions for future research are discussed.

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.