Teaching Students with Autism in Group Settings

The aim of this study was to increase the instructional effectiveness and efficiency of educators working with students withautism through systematic small group instruction. Using a multiple baseline design, the study assessed the effects of an intervention package for teaching students with autism to follow verbal directions in a small group setting. The intervention package incorporated a least-to-most prompting system, reinforcement strategies, systematic teaching, and visual directions. Participants included three fifth grade students with autism. Outcomes varied by student and across directions. The treatment package is described in detail. Implications for practice and future research are discussed.