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

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References

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Cited by

2013Involvement and Progress in the General Curriculum for Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the Future104 cited
2006Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities

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71 cited

1991Small Group Instruction: Guidelines for Teachers of Students with Moderate to Severe Handicaps64 cited

2018A Review and Critical Examination of the System of Least Prompts63 cited

2017A Review of Prompt-Fading Procedures: Implications for Effective and Efficient Skill Acquisition62 cited

1990Comparison of Constant Time Delay and the System of Least Prompts in Teaching Chained Tasks60 cited

1990Use of a Constant Time Delay Procedure in Teaching Preschoolers in a Group Format59 cited

1997Instructional Methods with Students Who Have Significant Disabilities57 cited

1996INTERSPERSAL OF KNOWN ITEMS IN A TREATMENT PACKAGE TO TEACH SIGHT WORDS TO STUDENTS WITH BEHAVIOR DISORDERS56 cited

1991Use of Constant Time Delay and Attentional Responses with Adolescents52 cited

1991Effects of presenting incidental information in consequent events on future learning51 cited

2013Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text49 cited

1998A Comparison of Least-to-Most Prompts and Progressive Time Delay on the Disruptive Behavior of Students with Autism43 cited

2012The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students With Intellectual Disability and Autism39 cited

1990Use of Choral and Individual Attentional Responses with Constant Time Delay when Teaching Sight Word Reading39 cited

1993Using Simultaneous Prompting to Teach Expressive Object Identification to Preschoolers with Developmental Delays38 cited