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.