Stakeholders have a vested interest in knowing that the educational programs proposed to impact the lives of children with moderate to severe disabilities, including those diagnosed with autism spectrum disorder (ASD), are based, as far as possible, on evidence, so that the resources available to fund these programs are used in the most efficient and effective way possible.
Surprisingly, there is little known about the impact of any curricula on the outcomes of students with special needs. Evaluation studies drawing on multiple methodologies and meeting scientific standards can provide that information.
TeachTown is committed to actively participate in high-quality research on its programs that address not only the question of what works, but also the question for whom it is effective, as well as what factors moderate program effectiveness.
Click on the studies below to learn more about the meaningful educational gains students using TeachTown Basics were able to achieve:
The current evaluation examines the impact of TeachTown Basics at six elementary schools in Anson County School District, a racially diverse district located in North Carolina during the 2009-2010 school year.
During the 2009-2010 school year, children with disabilities in preschool and pre-kindergarten received instruction in TeachTown Basics with 14 teachers in eight schools in Killeen Independent School District (ISD).
A study of the TeachTown Basics curriculum was carried out in four elementary schools in Los Angeles Unified School District (LAUSD) during the 2009-2010 school year.
During the 2012–13 school year, an evaluation examined reading and math skills during the implementation of TeachTown Basics and TeachTown Social Skills at a high poverty, largely Hispanic elementary school in Madison School District #38, an urban district located in Phoenix, Arizona.
