Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.

The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.

The purpose of this article is to provide practical, research-based strategies for using technology to monitor Individualized Education Plan (IEP) goal progress. Steps in the assessment process and progress monitoring strategies are provided to support educators in meeting the needs of students and to communicate the performance results with families. Case studies, resources, and sample materials are provided.