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Journal articles on the topic 'Direct instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Bergstra, Jan A., and Cornelis Middelburg. "Indirect Jumps Improve Instruction Sequence Performance." Scientific Annals of Computer Science XXII, no. 2 (2012): 253–65. https://doi.org/10.7561/SACS.2012.2.253.

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Instruction sequences with direct and indirect jump instructions are as expressive as instruction sequences with direct jump instructions only. We show that, in the case where the number of instructions is not bounded, we are faced with increases of the maximal internal delays of instruction sequences on execution that are not bounded by a linear function if we strive for acceptable increases of the lengths of instruction sequences on elimination of indirect jump instructions.

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Stein, Marcy, Douglas Carnine, and Robert Dixon. "Direct Instruction." Intervention in School and Clinic 33, no. 4 (1998): 227–33. http://dx.doi.org/10.1177/105345129803300405.

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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The re

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Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management syste

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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assess

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Dichanz, Horst, and John A. Zahorik. "Zauberformel „Direct Instruction“." Bildung und Erziehung 39, no. 3 (1986): 295–310. http://dx.doi.org/10.7788/bue.1986.39.3.295.

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Gersten, Russell, Douglas Carnine, and John Woodward. "Direct Instruction Research." Remedial and Special Education 8, no. 6 (1987): 48–56. http://dx.doi.org/10.1177/074193258700800610.

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Taggart, Andrew. "Fitness—Direct Instruction." Journal of Teaching in Physical Education 4, no. 2 (1985): 143–50. http://dx.doi.org/10.1123/jtpe.4.2.143.

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Young students who train intensively for competition reach much the same level of physiologic development as do adult athletes who undergo an equivalent program of conditioning. Failure to find a training response in more average children cannot therefore be attributed to a preexistent adequate level of habitual activity. Presumably blame for any absence of response must be attributed to an inadequate program of physical education (too low an intensity relative to normal daily activity, and/or too little involvement of the individual class members, V. Seliger, 1968). Given a vigorous program t

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Winter, Sam, Elizabeth Glenville, and Ann Lendrumc. "Direct Instruction Spelling." School Psychology International 11, no. 1 (1990): 45–54. http://dx.doi.org/10.1177/0143034390111007.

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Davidson, George. "Beyond Direct Instruction: Educational Leadership in the Elementary School Classroom." Journal of School Leadership 2, no. 3 (1992): 280–88. http://dx.doi.org/10.1177/105268469200200303.

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The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.

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Brown, Virginia L. "Direct Instruction Mathematics: A Framework for Instructional Accountability." Remedial and Special Education 6, no. 1 (1985): 53–58. http://dx.doi.org/10.1177/074193258500600112.

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13

Bergstra, Jan, and Cornelis Middelburg. "Instruction Sequences with Indirect Jumps." Scientific Annals of Computer Science XVII (June 5, 2007): 19–46. https://doi.org/10.5281/zenodo.12705359.

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We study sequential programs that are instruction sequences with direct and indirect jump instructions. The intuition is that indirect jump instructions are jump instructions where the position of the instruction to jump to is the content of some memory cell.

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Gorjanac Ranitović, Marijana M., Mirjana T. Maričić, Mia R. Marić, Aleksandar V. Petojević, and Snežana S. Gordić. "TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL GUIDANCE IN ONLINE MATHEMATICS TEACHING." Узданица XIX, no. v (2022): 115–32. http://dx.doi.org/10.46793/uzdanica19.s.115gr.

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The purpose of the research was to examine teachers’ perceptions of the re- quirements and benefits of using indirect versus direct instruction in online mathematics teach- ing and its relation with socio-educational variables. Also, it is examined whether, compared to other subjects, teachers more often apply a certain type of instruction in mathematics classes, and what teaching materials and tools for communication they use when applying direct and indirect instruction in online mathematics teaching. The results showed that teachers perceive the benefits and requirements of indirect instruc

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Apache, R. R. Goyakla. "Activity-Based Intervention in Motor Skill Development." Perceptual and Motor Skills 100, no. 3_suppl (2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-base

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Raisa Raimuna and Masti yanto. "Upaya Meningkatkan Pemahaman Belajar Siswa Melalui Model Pembelajaran Direct Instruction Pada Mata Pelajaran PAI." AL-MUSTAQBAL: Jurnal Agama Islam 1, no. 3 (2024): 31–37. https://doi.org/10.59841/al-mustaqbal.v1i3.12.

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This research aims to improve students' understanding of learning in Islamic Religious Education (PAI) subjects through the application of the Direct Instruction learning model. Direct Instruction is a structured and systematic teaching method, which aims to provide direct and clear instructions to students. In this research, an experiment was carried out in a middle school involving two groups of students: an experimental group that used the Direct Instruction model and a control group that used conventional learning methods. The research results showed that students taught using the Direct I

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Stoner, Julia B., Ann R. Beck, Marcia Dennis, and Howard P. Parette. "The Use of Instructional Technology in Direct Vocabulary Instruction." Journal of Special Education Technology 26, no. 3 (2011): 35–46. http://dx.doi.org/10.1177/016264341102600304.

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Magliaro, Susan G., Barbara B. Lockee, and John K. Burton. "Direct instruction revisited: A key model for instructional technology." Educational Technology Research and Development 53, no. 4 (2005): 41–55. http://dx.doi.org/10.1007/bf02504684.

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Rüütmann, Tiia, and Hants Kipper. "EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY." Problems of Education in the 21st Century 36, no. 1 (2011): 60–75. http://dx.doi.org/10.33225/pec/11.36.60.

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In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry

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Suydam, Marilyn N. "Research Report: Direct Instruction." Arithmetic Teacher 32, no. 9 (1985): 37. http://dx.doi.org/10.5951/at.32.9.0037.

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Proctor, Thomas J. "Attitudes Toward Direct Instruction." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 1-2 (1989): 40–45. http://dx.doi.org/10.1177/088840648901200107.

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MacKenzie, Ann Haley, Kristen Rademaker, Peter Lindeman, et al. "Editor's Corner: Direct Instruction." Science Teacher 90, no. 2 (2022): 6–7. http://dx.doi.org/10.1080/00368555.2022.12293730.

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Woodward, Kathleen Elizabeth. "Instructional Methods for Limited English Proficient Students in Subject Area Courses." International Journal for Innovation Education and Research 5, no. 1 (2017): 28–46. http://dx.doi.org/10.31686/ijier.vol5.iss1.99.

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This paper studies the question of what instructional strategies are most effective for classrooms with limited English proficient (LEP) students when teaching history content courses. Two specific instructional strategies are researched. The first is the ordering of direct instruction and constructivist activities. Is it best to begin with direct instruction, then move to a constructivist activity or is it best to order lessons in reverse order? The results of the study also offer insight into the efficacy of doing only direct instruction vs. constructivist activities. The second question stu

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H., Aysun Karabulut, and Yikmiş Ahmet. "Comparing the Solitary and Tablet Assisted Presentations of Direct Instruction Method in Teaching Science Topics to Students with Intellectual Disabilities." Education Quarterly Reviews 4, Special Issue 1 (2021): 362–77. https://doi.org/10.31014/aior.1993.04.02.252.

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The purpose of the study is to determine whether the solitary and tablet assisted presentations of direct instruction method differed in terms of efficiency and effectiveness in teaching science topics to students with intellectual disabilities and to obtain the opinions of participating students and their real-time teachers about two different instructions. The participants were four male students who had been diagnosed with intellectual disability. Adapted alternating treatments model, among single-subject research designs, was used in the study. The research findings indicated that the soli

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Cvjetićanin, Stanko, and Mirjana Maričić. "Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama." Inovacije u nastavi 35, no. 1 (2022): 75–90. http://dx.doi.org/10.5937/inovacije2201075c.

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Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the appli

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Cvjetićanin, Stanko, and Mirjana Maričić. "Doprinos primene direktne u odnosu na indirektnu hands-on instrukciju na postignuća učenika u početnom obrazovanju u prirodnim naukama." Inovacije u nastavi 35, no. 1 (2022): 75–90. http://dx.doi.org/10.5937/inovacije2201075c.

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Ensuring the optimal (adequate) level of instructional guidance in teaching natural sciences in primary education is of utmost importance for the proper acquisition and application of knowledge. The goal of this paper is to examine the contribution of direct hands-on instruction relative to an indirect one on student achievement regarding the movement and properties of materials in classes of integrated natural sciences (classes of the World around Us and Science and Social Studies). The research tasks include a comparative analysis of the quality of students' knowledge acquired with the appli

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Chen, Lin, and Charles Perfetti. "Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model." Language Teaching Research Quarterly 44 (October 2024): 115–28. http://dx.doi.org/10.32038/ltrq.2024.44.11.

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Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the debate between whole-word instruction and phonics in English). In teaching Chinese, both approaches are applied but to different learner groups. Whole-word instruction predominates in teaching Chinese as a second language (L2), while instruction for Ch

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Siregar, Ginda Maruli Andi, Wahyudin, Tatang Herman, and Sufyani Prabawanto. "Leveraging Computer Assisted to Enhance the Effectiveness of Direct Instruction in Supporting Students' Mathematical Reasoning." Mosharafa: Jurnal Pendidikan Matematika 13, no. 1 (2024): 1–16. http://dx.doi.org/10.31980/mosharafa.v13i1.1686.

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Salah satu tantangan yang dihadapi mahasiswa adalah terbatasnya akses ke fasilitas laboratorium komputer, yang menghambat pembelajaran matematika, khususnya dalam metode numerik. Kelemahan ini sebagai penghambat kemampuan berpikir matematis yang krusial untuk keberhasilan memahami algoritma dan membangun program solusi numerik, sehingga pengembangan keterampilan ini perlu diprioritaskan. Pembelajaran direct instruction dianggap kurang efektif, sehingga perlu ditingkatkan dengan penggunaan media interaktif digital, berupa pembelajaran berbantuan komputer, dikenal dengan direct instruction-compu

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Ashby-Davis, Claire. "Direct Instruction in Metacognition: Two Instructional Methods Related to Cloze." Kappa Delta Pi Record 22, no. 3 (1986): 86–90. http://dx.doi.org/10.1080/00228958.1986.10517767.

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Readence, John E., R. Scott Baldwin, and Martha H. Head. "Direct Instruction in Processing Metaphors." Journal of Reading Behavior 18, no. 4 (1986): 325–39. http://dx.doi.org/10.1080/10862968609547579.

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Two experiments were conducted to explore the efficacy of instruction with third-grade subjects in processing metaphors based on the principles of the direct explicit teaching of reading comprehension and current metaphor theory. In Experiment 1, process instruction was validated. In Experiment 2, process instruction was compared to traditional basal instruction in the context of a unit on metaphor. Statistically significant differences were found in favor of process instruction. The psychological processes involved in metaphorical interpretation are discussed and directions for future researc

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Richmond, Aaron S., Anastasia M. Bacca, Jared S. Becknell, and Ryan P. Coyle. "Teaching Metacognition Experientially." Teaching of Psychology 44, no. 4 (2017): 298–305. http://dx.doi.org/10.1177/0098628317727633.

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We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant’s knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that

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Rüütmann, Tiia, and Hants Kipper. "Teaching Strategies for Direct and Indirect Instruction in Teaching Engineering." International Journal of Engineering Pedagogy (iJEP) 1, no. 3 (2011): 37. http://dx.doi.org/10.3991/ijep.v1i3.1805.

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<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 10pt; tab-stops: 0cm;"><span class="AbstractChar"><span style="font-family: &quot;Times New Roman&quot;; font-size: 9pt;" lang="EN-US"><strong>It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in th

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Lardika, Rola Angga, and Singha Tulyakul. "The Effect of Direct Instruction Model in Physical Education Towards Students’ Adversity Quotient (AQ)." Journal Sport Area 5, no. 1 (2020): 1–12. http://dx.doi.org/10.25299/sportarea.2020.vol5(1).4460.

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The effect of direct instruction model in physical education towards students’ adversity quotient (AQ). The purpose of this study is to determine the significance of the effect of direct instruction in physical education and problem-solving skills to survive the problems that faced students (Adversity Quotient). The applied method is experiment one group pretest posttest design. The procedures of this research are observation, interview, treatment program preparation, analysis and conclusion. The research findings are achieved experiment group with direct instruction model giving significant i

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Kuder, S. Jay. "Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review." Learning Disability Quarterly 40, no. 3 (2017): 155–64. http://dx.doi.org/10.1177/0731948717690113.

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This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible

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Hermansyah, Rahmi, Tomo Tomo, and Hairida Hairida. "Pengaruh Model Direct Instruction Berbantuan LKPD terhadap Kemampuan Literasi Statistis Kelas V SDN 13 Pontianak Utara." AS-SABIQUN 6, no. 6 (2024): 1179–90. http://dx.doi.org/10.36088/assabiqun.v6i6.5429.

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This study examines the effectiveness of the Direct Instruction learning model, enhanced by LKP, on statistical literacy skills in statistics among fifth-grade students at SDN 13 Pontianak Utara. An experimental design with a quasi-experimental approach was employed, involving a sample of 47 fifth-grade students. Data collection utilized test questions, which were analyzed using descriptive statistics and an independent samples t-test with SPSS version 22. The impact of the Direct Instruction model on students' statistical literacy was assessed using the effect size formula. The findings revea

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Hill, Robin K., and Mark Guzdial. "Pondering variables and direct instruction." Communications of the ACM 62, no. 4 (2019): 6. http://dx.doi.org/10.1145/3311717.

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Bereiter, Carl. "Does direct instruction cause delinquency?" Early Childhood Research Quarterly 1, no. 3 (1986): 289–92. http://dx.doi.org/10.1016/0885-2006(86)90036-0.

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Nayla Nada Asyva, Jum’atul Hasanah, and Gusmaneli Gusmaneli. "Strategi Pembelajaran Langsung (Direct Instruction)." Jurnal Manajemen dan Pendidikan Agama Islam 3, no. 3 (2025): 186–93. https://doi.org/10.61132/jmpai.v3i3.1107.

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This article discusses the Direct Instruction strategy, a teacher-centered learning approach that emphasizes systematic and structured delivery of material. The purpose of this study is to address the following research questions: (1) What is meant by direct instruction strategy? (2) What are the characteristics of the direct instruction strategy? (3) What are its strengths and weaknesses? and (4) How is the direct instruction strategy applied in Islamic Religious Education (PAI) subjects? This article uses a library research method by examining various relevant theoretical sources. The findin

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Sweeting, Terry, and Judith E. Rink. "Effects of Direct Instruction and Environmentally Designed Instruction on the Process and Product Characteristics of a Fundamental Skill." Journal of Teaching in Physical Education 18, no. 2 (1999): 216–33. http://dx.doi.org/10.1123/jtpe.18.2.216.

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This study investigated the effects of direct instruction and an environmentally designed instructional strategy on the product and process characteristics of kindergarten and second grade children in the standing long jump. One hundred and sixteen kindergarten and second grade students participated in the study and were assigned to a 3-day, 60-trial, direct instruction group or a 3-day, 60-trial, environmentally designed instruction group. A pretest, posttest, and retention test were administered in a flat mat testing condition and one designed to elicit performance through the testing enviro

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K. Sunitha, Purvi Dagwale, Ruhani Kumari, and Navdeep Singh Konsal. "Building A Thriving Learning Environment: A Guide To Education Management." Help: Journal of Community Service 1, no. 1 (2024): 24–33. http://dx.doi.org/10.62569/hjcs.v1i1.21.

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This paper delves into the critical role of instructional design in cultivating thriving learning environments. It dissects two prominent pedagogical approaches: collaborative learning and direct instruction. The paper unpacks the theoretical foundations of each method. It explores the strengths of collaborative learning (fostering critical thinking, communication, problem-solving skills through social learning theory and constructivism), highlighting its ability to cultivate deeper understanding and increased motivation among students. However, the paper acknowledges potential challenges asso

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Hicks, S. Christy, Christopher J. Rivera, and Charles L. Wood. "Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability." Language, Speech, and Hearing Services in Schools 46, no. 3 (2015): 194–206. http://dx.doi.org/10.1044/2015_lshss-14-0088.

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Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruct

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Mansyur, Jusman, and Darsikin Darsikin. "Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability." International Education Studies 9, no. 6 (2016): 32. http://dx.doi.org/10.5539/ies.v9n6p32.

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<p class="apa">This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with the previous research results of problem-solving and external representation with the characteristics of DI, we obtained stages of a hypothetical design. The hypothetical design has been developed by implementing phases of formativ

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Stevani, Margaret. "Instructional Observation of Positive Teacher Behavior Assessment Strategy in Elementary Classroom Activities." International Journal of Language and Ubiquitous Learning 1, no. 1 (2023): 18–32. http://dx.doi.org/10.70177/ijlul.v1i1.601.

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Background. This study examined how positive teachers' behavior impacted young learners' engagement in elementary school. It focused on two main aspects: how well young learners followed instructions and how teachers delivered clear instructions during classroom activities. Purpose. The central question was whether observing positive teachers’ behaviors during instruction could boost young learners' participation.Using a descriptive qualitative approach, this research analyzed the structure of positive instructions, including direct commands, questions, statements, and clarification requests t

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Lando, John. "Grammatical instruction and implicational features." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.

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Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features w

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Cicchelli, Terry. "An Instructional Adaptation For Gifted Students: The Non‐direct Instruction Pattern." Exceptional Child 32, no. 2 (1985): 107–14. http://dx.doi.org/10.1080/0156655850320207.

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Binder, Carl, and Cathy L. Watkins. "Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools." Performance Improvement Quarterly 3, no. 4 (2008): 74–96. http://dx.doi.org/10.1111/j.1937-8327.1990.tb00478.x.

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Binder, Carl, and Cathy L. Watkins. "Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools." Performance Improvement Quarterly 26, no. 2 (2013): 73–115. http://dx.doi.org/10.1002/piq.21145.

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Eppley, Karen, and Curt Dudley-Marling. "Does direct instruction work?: A critical assessment of direct instruction research and its theoretical perspective." Journal of Curriculum and Pedagogy 16, no. 1 (2018): 35–54. http://dx.doi.org/10.1080/15505170.2018.1438321.

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Mitsch, Maryssa Kucskar, and Samantha Riggleman. "Effectively Integrating Direct Instruction and Discrete Trial Training Across Routines, Activities, and Environments." Beyond Behavior 29, no. 3 (2020): 152–61. http://dx.doi.org/10.1177/1074295620901526.

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Abstract:

With young children, there is often an instructional focus on naturalistic interactions between the child and environment. In special education, there are times when direct instruction (di) and discrete trial training (DTT) are both needed, requiring a balance of explicit DTT and child-initiated instruction. This article discusses what individually and developmentally appropriate di and DTT practice and real-life examples look and sound like, and explains how to embed them across routines, activities, and environments.

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Gilson, Carly B., Erik W. Carter, and Elizabeth E. Biggs. "Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 2 (2017): 89–107. http://dx.doi.org/10.1177/1540796917698831.

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Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alt

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