The Effects of a Video-Enhanced Intervention Package on the Science Practices of Students with Neurodevelopmental Disorders
Abstract
Students with intellectual disabilities (ID) and neurodevelopmental disorders (NDD) often experience barriers to accessing science, technology, engineering, and mathematics (STEM) instruction in the general classroom. The current research guiding equitable STEM education for this population lacks scope, primarily targeting vocabulary or content knowledge instead of the cross-curricular application of science practice skills in STEM. Using single-case research designs, the current paper examined the efficacy of an intervention package used to teach science practices in STEM education to students with ID and NDD. A multiple probe across participant design revealed that the intervention package was effective in teaching two students with NDD science practice skills. Further, a single case study comprised of a treatment and baseline phase showed positive preliminary evidence in using the intervention package for a student with ID although more high-quality research is needed. The results of these studies inform practice implications and future research directions.