A review of the literature on academic learning in general education settings for students with moderate and severe intellectual disability was conducted. A total of 17 experimental studies was identified and evaluated using quality indicators for single-case design research. Studies that met or met with reservation the criteria established for quality research were used to determine the evidence base of the instructional strategies described in the literature. The review found embedded instruction trials using constant time delay to be an evidence-based practice for teaching academic content to students with moderate and severe intellectual disability in general education. In addition, strategies that were not yet evidence-based but showed promise in the literature for teaching academic content to students with moderate and severe intellectual disability in general education were described. Last, implications for practice and directions for future research were discussed.

Cognitive remediation therapy (CRT) for anorexia nervosa (AN) is a relatively new intervention and targets neuropsychological deficits, such as set shifting difficulties, weak central coherence and visuospatial deficits. To date there are no published descriptions of CRT for adolescents with AN. CRT has been traditionally delivered on an individual basis but other modalities are currently being explored. This paper describes the process of a 10-session course of group-based CRT for adolescents with AN. The nine participants, aged 13-19, were being treated on an inpatient service. Group-based CRT was well received by the participants, who reported it to be fun and useful. Clinical impressions suggest that this approach is a potentially useful addition to the treatment of this challenging population.

This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem-solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed.

Literacy skills are important for accessing all areas of academic content as well as for increasing quality of life. The use of shared stories to teach early literacy skills to students with extensive support needs, including students with autism, is an evidence-based practice. This project extends the research by examining the effects of systematic instruction, including constant time delay and a modified system of least prompts, paired with an iPad2® to teach grade-appropriate literature in a shared story format for students with limited verbal ability. The participants in this intervention were four elementary-aged male students with autism and limited to no verbal ability. A 10-step task analysis was developed to guide the shared story process. Results indicated that the participants were able to increase the number of independent correct responses on the task analysis from baseline to intervention. Study limitations and implications for future research are discussed.

Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in the book. Finally, participants were taught to answer the literal questions that could be answered from the book. Participants had a graphic organizer with WH question words, the text section heading, and a self-monitoring sheet. All participants improved the number of questions generated and answered from baseline to intervention. Additionally, probes collected in a general education setting indicated students improved their question generation and comprehension skills during lessons taught in a fifth grade classroom.