This review focuses on school-based interventions designed for use with children and students ages 0–21 with intellectual disability (ID). The review will examine the effect of interventions on the following types of outcomes: academic, communication/language, independent living skills, problem behaviors, school engagement, self-determination, and social-emotional competence.
The following research questions guide this review:
- Which interventions are effective at improving outcomes for children and students with ID? Are some interventions more effective than others for children and students with ID?
- Does the effectiveness of interventions for children and students with ID vary by type of outcome?
- Are some interventions more effective for particular subgroups of children and students with ID (for example, differences based on age groups, English learner status, gender, race/ethnicity, socioeconomic status, and school level) or in particular settings?