[01] Jessica Fox-Lopp, Department of Special Education, Gonzaga University, Spokane, WA, USA; Special Education, Lakeland Senior High School, Rathdrum, ID, USA. [02] T. F. McLaughlin, Department of Special Education, Gonzaga University, Spokane, WA, USA. [03] Kimberly P. Weber, Department of Special Education, Gonzaga University, Spokane, WA, USA. [04] Kim Hatch, Spokane Public Schools, Spokane, WA, USA.

The purpose of this study was to increase the fluency and accuracy on counting out money amounts for one 16-year-old student with autism and intellectual delay. The study was conducted in a self-contained special education classroom in a public school in the Pacific Northwest. The behaviors measured were corrects and errors on counting out money amounts in Sets 1-4. The behavior was measure 3-4 times a week. The student was taught using Direct Instruction, which included a Model, Lead, and Test Procedure. The results showed a clear increase of corrects and a decrease in errors for the participant. The benefits of Direct Instruction clearly demonstrated that a 16-year-old student with autism and intellectual delay could be taught to count out money amounts and use a calculator to find the total cost of items.

Direct Instruction, Autism, Intellectual Delay, Money, MLT, Functional Skills

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