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

• One of few interventions to address general curriculum access in inclusive settings.
• To date, only study with embedded instruction intervention delivered via technology.
• Shows explicit instruction is effective for teaching academics to students with ASD.
• Supports grade-level instruction in content area of science for students with ASD.

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.