This article tells the story of how a public charter school serving students with autism spectrum disorder (ASD) adopted Direct Instruction (DI) as their primary form of instruction. The journey from recognizing the need for evidence-based curriculum focused on academic skills to integrating DI on a daily basis was outlined using a common implementation framework. We measured results of the implementation process on student outcomes using reading scores obtained from the Kaufman Test of Educational Achievement (KTEA-II Brief). Results for 67 students who participated in a DI reading program for at least 2 years suggest that the implementation of DI led to significantly improved reading scores; with some students demonstrating greatly accelerated rates of learning for their age. Our study suggests that the road to adoption of DI may be long, but the results are powerful for the individuals served. We offer our steps to implementation as a guide and resource to educators and behavior analysts eager to utilize DI in their settings.

本文讲述了为自闭症谱系障碍 (ASD) 学生服务的公立特许学校如何采用直接教学 (DI) 作为主要教学形式的故事。使用通用实施框架概述了从认识到需要以学术技能为重点的循证课程到每天整合 DI 的过程。我们使用从考夫曼教育成就测试（KTEA-II Brief）获得的阅读分数来衡量实施过程对学生成绩的结果。参与 DI 阅读计划至少 2 年的 67 名学生的结果表明，实施 DI 显着提高了阅读成绩；一些学生表现出与他们同龄的学习速度大大加快。我们的研究表明，采用 DI 的道路可能很长，但结果对于服务的个人来说是强大的。我们将我们的实施步骤作为指南和资源提供给渴望在其环境中使用 DI 的教育工作者和行为分析师。