title: Using explicit instruction to teach science descriptors to students with autism spectrum disorder.
abstract: Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations.
authors.affiliation: University of Kentucky, Lexington, KY, USA.
authors.forename: Victoria F
authors.initials: VF
authors.lastname: Knight
authors.forename: Bethany R
authors.initials: BR
authors.lastname: Smith
authors.forename: Fred
authors.initials: F
authors.lastname: Spooner
authors.forename: Diane
authors.initials: D
authors.lastname: Browder
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D002675:Child, Preschool; D004495:Education of Persons with Intellectual Disabilities; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D012586:Science / Q000193:education*; D013334:Students