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

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.

► This study is one of few interventions addressing general curriculum access within an inclusive setting. ► To date, this study is the only embedded instruction intervention that is delivered via technology. ► This study demonstrates explicit instruction is an effective intervention for teaching academics to students with ASD. ► This study supports grade-level instruction in the content area of science for students with ASD.