Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability

Journal of Autism and Developmental Disorders
Victoria F KnightMargaret Janey MacDonald

Abstract

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.

References

Aug 12, 1999·Acta Psychiatrica Scandinavica·K SutherbyS Wright
Apr 20, 2011·Journal of Autism and Developmental Disorders·Victoria F KnightDiane Browder
Dec 6, 2012·The Australian and New Zealand Journal of Psychiatry·Mario Alvarez-Jimenez, John F Gleeson

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