Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation.

Hall Pistorio et al. (2021) worked with three college students who have intellectual or developmental disabilities.

The team wanted each student to ask for and use lecture-recording software.

They used a Literacy-Based Behavioral Intervention: a short story, color pictures, and quick rehearsal.

No control group; they just checked skills before and after the lessons.

All three students learned the request in four to six short sessions.

They kept the skill four weeks later with no extra teaching.

Students also used the software on their own during real classes.

Price et al. (2018) taught young adults with IDD to ride the bus.

Kalynn moves the same age group from travel skills to self-advocacy skills.

Kong et al. (2022) used a quick BST checklist to teach study skills to typical college students.

Kalynn shows a story-plus-rehearsal package works for students with IDD, not just neurotypical peers.

Varley et al. (1980) used BST for job interviews in adults with ID.

Kalynn updates that idea for today’s college setting and swaps rehearsal through story for role-play.

You can teach a self-advocacy step in one week.

Bring a short story that shows the exact words and actions.

Read it, look at pictures, and have the student practice twice.

Then fade your cues and watch the request happen in the next lecture.