A Systematic Review of Evidence-Based Interventions in Science for Students With Autism Spectrum Disorder

• In Event: Important Issues in the Education of Students With Autism Spectrum Disorders

Abstract

Students with autism spectrum disorders (ASD) are increasingly included in general education and are expected to access core content, including science. However, participation in science is often challenging for students with ASD given their difficulties with communication and vocabulary, and evidence on teaching science to students with disabilities is limited. This comprehensive literature review synthesized 10 studies of science interventions for students with ASD. Findings suggest that students with ASD require interventions to develop the background knowledge and high-level vocabulary necessary to be successful in science. Moreover, studies suggest these students benefit from direct instruction with supplementary materials such as e-texts, graphic organizers, and scripted lessons as well as inquiry-based practices that provide hands-on exploration.

Author

• Juliet E. Hart Barnett, Arizona State University