Review of Comparative Studies in the Instruction of Students with Moderate and Severe Handicaps

Abstract

Systematic instructional strategies that investigators have used with students who display moderate to severe handicaps were identified and defined. The investigations which directly compared two or more strategies were analyzed, and summary statements/recommendations about the relative effectiveness and efficiency of the strategies were made. Analyzing the effectiveness of the procedures involved determining which strategies successfully taught skills to subjects. The efficiency of the strategies was analyzed on measures which indicated the skills were taught in a productive and timely manner (i.e., trials to criterion, sessions to criterion, errors to criterion, direct instruction time). Recommendations for future research and practice include (a) conduct more studies comparing the effectiveness and efficiency of instructional strategies, (b) conduct investigations of the specific variables of single strategies to identify the most efficient use of each procedure, (c) expand the efficiency measures to assess whether students learn information not directly targeted for instruction, and (d) conduct research to determine which strategy is best to use with given types of students and skills.

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