Community-based instruction (CBI) is often used to teach a myriad of skills across school, home, and community settings for students with disabilities (Fernandez et al., 2018). Despite the effectiveness of CBI interventions for students with intellectual and developmental disabilities (IDD), research in this area remains limited since the last review in 2010 (A. Walker et al., 2010). In the current investigation, we reviewed the literature on CBI programs and interventions for school-age (PreK-age 26) individuals with IDD from 2010-2023 to expand the available literature in this area. Data were collected related to participant demographics (e.g., disability, age, gender), study design elements (e.g., research design, independent and dependent variables), and educational setting and program (e.g., classroom setting, intervention utilized). We evaluated the quality of each study utilizing quality indicators established by the Council for Exceptional Children (2014) for single-case and group design. There were 25 studies that met the search criteria for this review that were coded across the research questions, indicating that the domains of CBI were not addressed equally across different grade spans and domains. Vocational and daily living skills were most often addressed with transition-age students (ages 14 and above in high school or postsecondary settings), often implemented by special educators using video modeling, visual supports, and technology-related intervention packages, and varied widely in the amount of training and support given to preparing students for community experiences. This remains a much-needed area of research for practitioners and scholars alike in several domains of CBI to enhance the outcomes for students with IDD across grade and age spans. Limitations and implications for research and practice also are discussed.
Anderson et al. (Sun,) studied this question.
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