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<p>This systematic review examines the use of Direct Instruction (DI) curriculum for individuals with acquired brain injuries (e.g., traumatic and nontraumatic brain injuries) and chronic brain disorders (e.g., epilepsy, cerebral palsy). DI is an explicit, scripted teaching method that delivers educational content in small, structured increments. To date, no reviews have investigated the effectiveness of DI for children, adolescents, or adults with these neurological disorders. Following PRISMA guidelines, we identified five peer-reviewed studies, published between 1980 and 2009, that evaluated DI with individuals diagnosed with brain injuries and/or chronic brain disorders across academic domains such as spelling, reading, language, and mathematics. No peer-reviewed studies meeting the inclusion criteria were identified between 2010 and 2024. All included studies were subjected to descriptive analysis, and we examined participant characteristics, experimental design components, and quality measures using the Council for Exceptional Children’s (CEC, 2014) standards for evidence-based practices in special education. Preliminary recommendations for future&#xa0;research are provided, along with a call for studies to explore the potential benefits of DI for individuals with acquired brain injuries and chronic brain disorders.</p>

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A Systematic Review of Direct Instruction for Individuals with Acquired Brain Injuries and Chronic Brain Disorders

  • 期刊论文

  • 发表日期：

    2026年2月25日

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  • Rebecca J. Barall,
  • M. Alice Shillingsburg,
  • Guangyi Lin,
  • Whitney Trapp

摘要

This systematic review examines the use of Direct Instruction (DI) curriculum for individuals with acquired brain injuries (e.g., traumatic and nontraumatic brain injuries) and chronic brain disorders (e.g., epilepsy, cerebral palsy). DI is an explicit, scripted teaching method that delivers educational content in small, structured increments. To date, no reviews have investigated the effectiveness of DI for children, adolescents, or adults with these neurological disorders. Following PRISMA guidelines, we identified five peer-reviewed studies, published between 1980 and 2009, that evaluated DI with individuals diagnosed with brain injuries and/or chronic brain disorders across academic domains such as spelling, reading, language, and mathematics. No peer-reviewed studies meeting the inclusion criteria were identified between 2010 and 2024. All included studies were subjected to descriptive analysis, and we examined participant characteristics, experimental design components, and quality measures using the Council for Exceptional Children’s (CEC, 2014) standards for evidence-based practices in special education. Preliminary recommendations for future research are provided, along with a call for studies to explore the potential benefits of DI for individuals with acquired brain injuries and chronic brain disorders.