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Bethany R. Smith
Researcher at University of North Carolina at Charlotte
Publications - 5
Citations - 425
Bethany R. Smith is an academic researcher from University of North Carolina at Charlotte. The author has contributed to research in topics: Teaching method & Autism. The author has an hindex of 5, co-authored 5 publications receiving 375 citations. Previous affiliations of Bethany R. Smith include Mississippi State University.
Papers
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Journal ArticleDOI
Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities
TL;DR: In this paper, a review of the literature was conducted for articles published between 2003 and 2010 to build a case for the degree to which evidence-based practices were documented for teaching academic skills to students with severe developmental disabilities.
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Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorders and Intellectual Disability.
TL;DR: One barrier to science literacy for students with autism spectrum disorders is the lack of access and progress in the general education curriculum as mentioned in this paper, which is one of the most common barriers for autistic students.
Journal ArticleDOI
Using embedded computer-assisted instruction to teach science to students with autism spectrum disorders
Fred Spooner,Bethany R. Smith +1 more
TL;DR: In this article, the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability were investigated in an inclusive science classroom setting.
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Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder.
TL;DR: This study taught three elementary aged students with autism spectrum disorder to acquire science descriptors and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction.
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Using an Early Science Curriculum to Teach Science Vocabulary and Concepts to Students with Severe Developmental Disabilities
TL;DR: In this article, three elementary aged students between 6 and 8 years old were taught units from an Early Science curriculum via inquiry-based lessons and effect was measured by a multiple probe design across behaviors (units).