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The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot.

In the current study, we investigated the effects of an instructional package on the construction of sentences writing by four children ages 6–9, with autism spectrum disorder (ASD). We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also conducted probes to assess generalization and increases in the use of spoken sentences. Data indicated that the package was effective and produced variable levels of maintenance and generalized responding across three of the participants. Further, changes in vocal responding were observed in one of the participants.

Developing high-quality programming for students with moderate to severe disability (MSD) and/or autism spectrum disorder (ASD) can be challenging for teachers across the range of experience and training including those in rural contexts. This article outlines a process for the iterative refinement of teaching programs comprised of an evaluation of the current program, the identification of targets for improvement, the development of goals and objectives, and the creation of an implementation plan. Furthermore, strategies for facilitating implementation are discussed.

In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three participants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write multiple sentences to express an opinion about a passage they had just read. Our findings suggest that the package was effective and produced maintenance and generalization across all three participants.

Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.

Special education teachers are tasked with meeting the unique academic, social, vocational, and communication needs of students with extensive support needs. However, studies have shown that pre-service special education teachers vary in their preparedness to address the needs of students with extensive support needs who also have complex communication needs. The purpose of this study was to explore the perspectives of faculty experts in relation to preparing special education teachers to work with this unique population of learners. Through qualitative inquiry, we interviewed nine faculty experts about the current state of their teacher preparation programs, the barriers they experience within their programs, and ideal teaching and learning conditions for their pre-service special education teachers. Our findings indicate that special education teachers may not leave their programs sufficiently prepared to support students with extensive support needs who have complex communication needs, a finding that may be attributed to the lack of quality field placements and dedicated coursework and financial restrictions at the student, college, and university levels. Faculty experts shared strategies to enhance coursework and ensure meaningful placements through partnerships.

In the current study, we taught three middle school peers without disabilities to implement a commercially available literacy program with students with extensive support needs (ESN). Our teaching package included behavior skills training, ongoing feedback, and visual supports. We employed a multiple probe across participants design to evaluate the efficacy of the training package. Data indicated it was effective in improving the peers’ performance. Further, the majority of participants reported favorable perceptions of the peer implemented package.

In the current investigation, we reviewed the literature on mand training for individuals with intellectual and developmental disabilities (IDD) in schools. Ninety-three studies met our inclusion criteria including 225 individual participants. Data were extracted related to participant demographics (e.g., age, disability, response form) and study variables (e.g., setting types, change agents, teaching procedures). Results indicated substantial support for the efficacy of interventions for teaching mands to individuals with IDD in schools. Limitations and implications for practitioners and researchers are discussed.

The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschool student with autism. Intervention development, teacher training, and data collection were conducted at a distance using technology. Results show that the teaching staff was able to implement the intervention with a high degree of fidelity and that elopement was significantly reduced during intervention phases. The authors discuss the implications of using desktop videoconferencing to deliver consultation support, along with future applications in early childhood settings.

Although researchers have identified a number of instructional strategies as evidence-based, teachers often do not employ these practices sufficiently, perpetuating a research-to-practice gap. Traditional professional development is often insufficient to change teacher practice, resulting in a need for specific, supplemental interventions. Performance feedback is one such method that has a growing evidence base. However, while feedback has been demonstrated to be most effective when delivered immediately, performance feedback is often provided to teachers on a deferred schedule (e.g., the next day). In this preliminary investigation with one middle school mathematics teacher, we used a withdrawal design to evaluate a method for delivering visual performance feedback (VPF) in real-time using commonly available technology. Results demonstrated that the teacher's overall frequency of positive feedback increased following VPF delivery, with positive collateral effects on student behavior. Findings suggest the intervention warrants further study; implications for practice and future research are discussed.