Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities
By F. Spooner, Victoria F. Knight, D. Browder, Bree A. Jimenez, Warren J. Dibiase. 2011
144 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Safety Research
View Paper: https://www.semanticscholar.org/paper/eb905a03acd631887f98e171158c84443a721731
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- D. Browder
- Victoria F. Knight
- Bree A. Jimenez
- F. Spooner
- Bethany R. Smith
- M. Hudson
- D. Test
- Jenny R. Root
In Psychiatry and Mental health
In Safety Research
Citations in the corpus
- Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability (2013, background): “Researchers have proposed the idea of conceptual learning as a logical next step in meaningful science learning for students with severe disabilities, including students with ASD (Knight, Browder, Agnello, & Lee, 2010; Spooner et al., 2011).”
- Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability (2012, background): “There is limited research in the areas of reading, mathematics, and science for students with severe developmental disabilities, although that research base is growing (e.g., Browder et al., 2010; Spooner et al., 2011).”