Bethany McKissick

Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder

Abstract:
For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed.

Citation:
Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 433-443.

Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities.

Abstract:
Teaching academic content to students with severe developmental disabilities is a topic that has recently been debated, even though science content is one of the academic areas that comprise a standards-based curriculum. Science content like other academic skills can be taught to this population using forms of systematic instruction, a validated evidence-based practice. In this study, three elementary aged students between 6 and 8 years old were taught units from an Early Science curriculum via inquiry-based lessons and effects were measured by a multiple probe design across behaviors (units). Visual analysis shows a functional relationship between the introduction of the intervention and a change in each participant’s responding. These successful outcomes are discussed in light of other comparable work, the practicality of classroom teachers implementing similar lessons, social validity, and extending the knowledge-base of teaching science content to students with severe developmental disabilities.

Citation:
Smith, B. R., Spooner, F., Jimenez, B., & Browder, D. M. (2013). Using an early science curriculum to teach science vocabulary and concepts to students with severe developmental disabilities. Education & Treatment of Children, 36, 1-31. doi: 10.1353/etc.2013.0002

Effects of computer-assisted explicit instruction on map-reading skills for students with autism

Abstract:
Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed.

Citation:
McKissick, B. R., Spooner, F., Wood, C. L., & Diegelmann, K. M. (2013). Effects of computer-assisted explicit instruction on map-reading skills for students with autism. Research in Autism Spectrum Disorders, 7, 1653-1662. doi: 10.1016/j.rasd.2013.09.013

Using graphic organizers and systematic instruction to teach science concepts to students with autism spectrum disorder

Abstract:
Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed.

Citation:
Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R., & Wood, C. L. (2013). Using graphic organizers and systematic instruction to teach science concepts to students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 28, 115-126. doi: 10.1177/1088357612475301

A review of technology-based interventions to teach academic skills to students with autism spectrum disorder

A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder(ASD). Criteria developed by Horner et al. (2005) and Gersten et al. (2005) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed.

Citation:
Knight, V. F., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2628-2648. doi: 10.1007/s10803-013-1814-y