instructional method and practice writing corresponding systematic instruction plans. Readings Browder, D. M., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students *Suggested for student with severe developmental disabilities. readings; others are for Exceptional Children, 75, 343-364. background reading for instructor Collins, B. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, Md: Paul H. Brookes. *Hudson, M. E., Browder, D. M., & Jimenez, B. (2014). Effects of a peer-delivered system of least prompts intervention and adapted science read-alouds on listening comprehension for participants with moderate intellectual disability. Education and Training in Autism and 60-77. Developmental Disabilities, 49, *Jameson, J. M., McDonnell, J., Polychronis, S., & Riesen, T. (2008). Embedded, constant time delay instruction by peers without disabilities in general education classrooms. Intellectual and 346-363. Developmental Disabilities, 46, Spooner, F., Browder, D. M., & Mims, P. (2011a). Evidence-based practices. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (pp. 92-125). New York, NY: The Guilford Press.
instructional method and practice writing corresponding systematic instruction plans. Readings *Suggested for student readings; others are for background reading for instructor Browder, D. M., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343-364. Collins, B. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, Md: Paul H. Brookes. *Hudson, M. E., Browder, D. M., & Jimenez, B. (2014). Effects of a peer-delivered system of least prompts intervention and adapted science read-alouds on listening comprehension for participants with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 60-77. *Jameson, J. M., McDonnell, J., Polychronis, S., & Riesen, T. (2008). Embedded, constant time delay instruction by peers without disabilities in general education classrooms. Intellectual and Developmental Disabilities, 46, 346-363. Spooner, F., Browder, D. M., & Mims, P. (2011a). Evidence-based practices. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (pp. 92-125). New York, NY: The Guilford Press.
CEM-SCD-Module-2-Syllabus-for-HOW-Final.docx