DI curricula include scripts for the instructor to follow when presenting exercises and a fully developed scope and sequence of skills, reducing teacher preparation time. The curriculum is designed to be implemented by a trained teacher or paraprofessional in a classroom setting with groups of students.
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DI incorporates both a curriculum (i.e., what to teach) and procedures (i.e., how to teach). Taken together, these findings suggest that DI may be feasible for some students with ASD who utilize SGDs.ĭirect instruction (DI) is a comprehensive approach to education focused on promoting student mastery through active responding and interactions with the teacher (Bereiter & Engelmann, 1966 Engelmann, 1980). The students demonstrated improved performance, positive affect, and overall timely completion of exercises. Results indicated that all 3 students could participate and complete exercises with some modifications to support SGD use. The average time to complete an exercise, number of repetitions, number of terminated sessions, and student affect were also evaluated.
Student performance on pre- and posttests was measured, as well as student performance on exercises within each lesson. The current study aimed to evaluate the feasibility of using DI with students with ASD who utilize speech-generating devices (SGDs) 3 students with ASD whose primary mode of communication was an SGD were exposed to the Language for Learning Curriculum, Lessons 1–10. Growing evidence suggests that DI may be an efficacious strategy for individuals with autism spectrum disorder (ASD).
Direct instruction (DI) is an evidence-based approach to education that has been shown to be effective across a wide variety of student populations.
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