“…Five studies demonstrating positive effects used multiple exemplar training (i.e., providing the student with practice in a variety of stimulus conditions, response variations, and response topographies to promote generalization; Cooper, Heron, & Heward, 2007) to teach a total of 22 participants science content and science practices (Knight, Collins, Spriggs, Sartini, & MacDonald, 2018; Knight, Smith, Spooner, & Browder, 2012; Knight, Spooner, Browder, Smith, & Wood, 2013; Riggs, Collins, Kleinert, & Knight, 2013; Rivera, Hudson, Weiss, & Zambone, 2017). In addition, task analytic instruction (i.e., teaching chained tasks step by step; Spooner et al, 2011) was used across six methodologically sound studies demonstrating positive effects to teach 25 participants to complete steps in a science activity or experiment (Courtade, Browder, Spooner, & DiBiase, 2010; Jimenez, Browder, Spooner, & DiBiase, 2012; Knight et al, 2018; Knight et al, 2013; Rivera et al, 2017; Smith, Spooner, Jimenez, & Browder, 2013). Finally, five studies demonstrating positive effects used time delay to teach a total of 24 participants science content and practices (Collins et al, 2011; Jimenez et al, 2012; Knight et al, 2018; Riggs et al, 2013; Smith et al, 2013).…”