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Updated: Nov 2, 2025

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
A Systematic Review and Quality Appraisal of Applications of Direct Instruction with Children with Autism Spectrum
Sarah E Frampton1, Greg T Munk1, Laura A Shillingsburg1
1May Institute, Inc., Simmons University, 41 Pacella Park Drive, Randolph, MA 02368 USA.
Abstract:
Developed by Siegfried ("Zig") Engelmann and colleagues, direct instruction (DI) has been recognized as an effective and replicable teaching model for decades. Although rooted in many principles of learning that behavior analysts utilize in daily practice, DI is not a common a component of behavior analytic services for learners with autism spectrum disorder (ASD). This may be attributed to behavior analysts' unfamiliarity with research evaluating the efficacy of DI with learners with ASD. This article synthesizes findings across studies evaluating DI with learners with ASD. The review addresses the contributions of the studies to date and identifies additional areas of research that may lead to more learners with ASD benefitting from DI.
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