Interventions Blending Functional and Academic Content in Instruction for Students With Intellectual Disability: A Meta-Analysis

• In Event: Special Education Research SIG: Working to Improve Outcomes of Students With Intellectual Disabilities

Abstract

This meta-analysis reviewed published literature to evaluate the effects of single-case interventions that blend instruction in both academic and functional content for students with intellectual disability. Academic content was defined as content pulled directly from the general curriculum and functional content was defined as content related to daily living skills, social skills, and classroom behavior. Eleven studies were located and evaluated based on overall characteristics, quality indicators and level of intervention effectiveness (i.e., visual analysis, PND, TauU). Results indicate that the level of evidence for blended instruction is limited with no studies demonstrating strong effects for both the academic and functional variable.

Authors

• Carly A. Roberts, University of Washington

• Matthew Brodhead, Purdue University

• Amy Olson, University of Northern Iowa