Why it works
The research behind it
Every kind of page starts from a published teaching or therapy strategy. Here is the plain-words version of what we use. SCAFLI is a draft maker for professionals: you check every page, and nothing here is a diagnosis.
Keep the learning target, change the access
A support should not water down the skill. SCAFLI keeps the skill and the questions at grade level, and changes the text, the layout or the help around them.
Words are taught with student-friendly meanings
Research on robust vocabulary instruction (Beck, McKeown and Kucan) finds that explaining a word in everyday language, with examples and non-examples, works better than copying a dictionary definition.
Main idea is built from the parts
Writing a few words beside each paragraph, then looking across them for the idea they share, gives students a way to find a main idea instead of guessing.
Comparing works best in a chart
A chart that names the same categories for both items helps students compare fairly. A Venn diagram stays for the youngest students or when you ask for one.
Answering with evidence is taught in steps
Restating the question, answering, citing the text and explaining it are steps students can practice. We use RACE as a familiar routine; the research supports writing about reading and strategy instruction in general, not the acronym itself.
Practice is chunked and kept short
Speech practice needs many tries. SCAFLI keeps each round short and puts the counting on the clinician's data sheet, so students are not facing a wall of boxes.
Visual supports show what comes next
First-Then boards, schedules and step strips follow guidance from autism-focused practice reviews: show the sequence, keep each picture clear, and fade the support when the student is ready.