Over the past 20‐plus years, the instructional approach referred to as “explicit instruction” has been increasingly mentioned as an instructional method in the learning disabilities literature. Explicit instruction is not a unitary intervention, but can be a combination of over a dozen teaching behaviors or components used to design and deliver instruction. This multicomponent aspect likely contributes to the variability of the descriptions and definitions of explicit instruction found in journals, books, and other published documents. Because explicit instruction has become a prominent and often discussed topic in special education, we attempt to define and describe the term more precisely in order to increase the clarity and consistency of its use in both research and practice. In addition, we expand our discussion to include a brief historical perspective of the evolution of explicit instruction from earlier programs and research efforts such as “Direct Instruction” and “direct instruction,” as well as providing a summary of its effectiveness, especially for students with learning disabilities.

The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non‐explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded within an inquiry approach aligned to the Next Generation Science Standards, has the potential to increase achievement in science for students with LD. Based on previous research, we provide potential ways to implement the five core instructional components of explicit instruction in today's inquiry‐based science classrooms.

The purpose of this study was to determine the effectiveness of a video-based instruction packet for teaching math-based vocational skills delivered through augmented reality (AR) to three adults with intellectual disabilities. The dependent variable was the percentage of steps performed correctly to solve each selected type of math problem. The independent variable was the video-based math intervention delivered via AR, which modeled the individual steps for solving three different multistep math problems: (1) adjusting a recipe to serve a different number of people, (2) calculating salary, and (3) calculating unit prices. Visual and statistical analyses demonstrated a functional relationship between the video-based math intervention and an increase in the percentage of steps completed correctly for each type of problem. All three participants showed significant gains immediately after receiving the intervention and maintained the learned skills following withdrawal of the intervention. Implications for practitioners and further research are discussed.

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Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design, to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relation between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.

This study examined the effects of accentuated eccentric loading (AEL) on bench press velocities across a spectrum of concentric and eccentric loads. Ten strength trained men (bench press one-repetition maximum (1-RM): 124.3 ± 19.4 kg; relative strength ratio: 1.5 ± 0.2 kg∙body mass−1) participated. Subjects completed bench press repetitions using concentric loads from 30% to 80% 1-RM in 10% increments in each experimental session. The AEL protocols were implemented using 100% (AEL100) and 110% 1-RM (AEL110) loads during the eccentric action, while the eccentric load remained the same as the concentric for traditional loading (TRAD). Multilevel models analyzed the effects of each AEL protocol on concentric velocities across concentric loads (p < 0.05). Faster concentric velocities were observed at 30% 1-RM and 80% 1-RM with AEL100 compared to TRAD (p ≤ 0.05) but this effect was reduced for individuals moving the barbell through a greater displacement. Additionally, AEL110 presented a greater change in velocity from 30% to 80% 1-RM than TRAD (p ≤ 0.05). The AEL100 protocol resulted in faster concentric velocities throughout concentric loads of 30–80% 1-RM, but AEL110 may have been too great to elicit consistent performance enhancements. Thus, the efficacy of AEL at various concentric loads is dependent on the eccentric loading and barbell displacement.

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Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.