Using a Video-Enhanced Intervention Package to Teach Science Practices and Extended Oral Scientific Skills to Students With Neurodevelopmental Disorders

Research on science, technology, engineering, and mathematics (STEM) education for students with neurodevelopmental disorders (NDD) focuses on vocabulary and content knowledge, often overlooking science practices and extended oral scientific skills. Using a single-case design, this study examined the efficacy of a video-enhanced intervention package to teach science practices to two students with NDD. In a secondary analysis, students’ scientific utterances were measured using event recording focusing on mean utterance length and the use of scientific words. The intervention package was effective in teaching science practice skills and extended oral scientific skills. The results inform practice implications and future research directions.