The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering "Wh" questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.

This study reviewed published literature to determine the level of evidence for using shared story reading to promote literacy. Shared story reading was defined as a practice used to access age-appropriate literature through readerYlistener interaction in which a story is read aloud and student interaction with the reader and the story is supported. Literacy was defined as skills that increased access to age appropriate literature (e.g., listening comprehension) and reading independence (e.g., vocabulary, comprehension), including emergent literary skills. Using a quality indicator checklist to determine research quality and standards to establish level of evidence, results indicated a moderate level of evidence for using shared story reading to promote the literacy of students with extensive support needs. The importance of identifying evidencebased practices, implications for practice, and suggestions for future research are discussed.

Staphylococcus aureus is a frequent cause of orthopedic infections in humans. The bacterium expresses several adhesins that facilitate bacterial binding to the bone matrix and to bone implant biomaterials coated with host plasma constituents. The relevant S. aureus adhesins are termed microbial surface components recognizing adhesive matrix molecules (MSCRAMMs) and specific MSCRAMMs are involved in bone and joint infections. z

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.

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