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 were able to achieve:
Independent academic researchers have studied the effectiveness of TeachTown Basics for nearly 2 decades. From rigorous single-case designs in early childhood classrooms to studies of multiple schools with hundreds of student participants in large urban districts, all studies point to the same conclusion: TeachTown Basics works for students with moderate to severe disabilities.
The study provides evidence that Transition to Adulthood is effective in teaching critical transition skills to high school students with disabilities.
A recent case study shows improvements in communication and social skills for students on the autism spectrum after seven months of participating in our Meta-Play solution. Meta-Play is a play-based curriculum and assessment designed to foster imaginative thinking and pretend play and, in turn, age-appropriate communication and social skills.
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.
