The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students With Intellectual Disability and Autism

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bree Ann Jimenez, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and included four conditions of baseline, SLs, scripted lessons plus guided notes (SLs + GNs), and maintenance. Results showed a change in level from baseline to the SLs condition for all three participants and additional slight improvement in scores during the SLs + GNs condition for two participants. Furthermore, acquisition of science content was maintained over time for all participants. Implications for research and practice are discussed.

Additional Information

Journal of Special Education. 47(4), 231-244
Language: English
Date: 2014
scripted lessons, guided notes, science instruction, students with intellectual disability, students with autism

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