Post-school outcomes in the areas of health, safety, and independent living are poor among students with complex communication needs and autism spectrum disorder, particularly for those in rural areas. This study examined the comparative effects of print versus digital technology instruction on participants’ cumulative accuracy of answering Wh-(who, what, where, and when) functional community knowledge comprehension questions during print and digital technology instructional sessions, with four high school–age students with moderate to severe intellectual disabilities and autism. Using a single-case research, alternating treatments design, the researchers provided instruction to the participants through a model-lead-test procedure with shared reading, color-coded vocabulary words, and adapted stories following a Fitzgerald Key Format, using print and digital technology instructional conditions. All participants made gains across conditions. Contributions to the research literature, limitations of the study, recommendations for future research, and implications for practice are discussed.

有复杂沟通需求和自闭症谱系障碍的学生，尤其是农村地区的学生，在健康、安全和独立生活方面的学后成果较差。本研究考察了印刷与数字技术教学对参与者在印刷和数字技术教学会议期间回答 Wh（谁、什么、何地、何时）功能性社区知识理解问题的累积准确度的比较影响，四个高中年龄患有中度至重度智力障碍和自闭症的学生。使用单一案例研究、交替治疗设计，研究人员通过模型引导测试程序向参与者提供指导，包括共享阅读、颜色编码的词汇单词和遵循 Fitzgerald Key 格式的改编故事，使用印刷和数字技术教学条件。所有参与者都在不同条件下获得了收益。讨论了对研究文献的贡献、研究的局限性、对未来研究的建议以及对实践的影响。