Graduation
Dropping out of school is not an isolated event . It is a process that may begin as early as elementary school (Ensminger & Slusarcick, 1992; Barrington & Hendricks, 1989; Kaufman & Bradby, 1992) and strong predictors of dropout identified by the end of 6th grade (Balfanz & Herzog, 2005; 2006). However, there are also variables correlated with dropping out of school that can be altered. NTACT is charged with increasing the knowledge and skills of state and local educators and vocational rehabilitation service providers to deliver evidence-based, research-based, and promising practices to reduce the dropout rate and increase graduation rate of all students with disabilities. As part of this work, NTACT will assist State and Local Education Agencies to use early warning intervention systems (EWS). Additional data collection and use resources, specific to graduation and dropout are available in the Data Analysis and Use section of NTACT's website.
GETTING STARTED
-
Literature Map of Dropout Prevention Interventions for Students with Disabilities
LAST UPDATED: 12/19/2018This document describes a review of effective interventions and provides recommendations for practice, policy, and future research to reduce dropout for students with disabilities.
-
Strategies for School Completion Module
LAST UPDATED: 12/19/2018Data show that students with disabilities drop out at a higher rate than students without disabilities. Resources and effective strategies and interventions for these students are available.How can we improve school completion for students with disabilities in our schools? Completing this module provides you with information and materials you need to make a difference!
-
Reentry Resources
LAST UPDATED: 07/26/2018
KEY RESOURCES
-
Effective School Completion Practices
LAST UPDATED: 12/19/2018This resource that summarize the research on specific issues and effective practices for retention, reentry, and school completion of youth with disabilities.
-
Attribute Worksheet Student Engagement
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving student engagement as a school completion strategy.
-
Attribute Worksheet School-Community Partnerships
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving school and community partnerships as a school completion strategy.
-
Attribute Worksheet School Climate
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving school climate as a school completion strategy.
-
Attribute Worksheet Family Engagement
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving parent and family engagement as a school completion strategy.
-
Attribute Worksheet Behavior
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving behavior as a school completion strategy.
-
Attribute Worksheet Attendance
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving attendance as a school completion strategy.
-
Attribute Worksheet Academic Engagement
LAST UPDATED: 12/18/2018A resource to guide action planning by a school or district, focused on improving academic engagement as a school completion strategy.
-
Diploma Information
LAST UPDATED: 07/26/2018
EFFECTIVE PRACTICES
-
Collapse FolderTransition Planning
-
Collapse FolderEducation
-
Collapse FolderStudent Development - Academic Skills
-
Anchored Instruction to Teach Math - Practice DescriptionThis is a Practice Description that is an evidence-based practice for students with disabilities based on three methodologically sound group experimental studies with random assignment across 523 participants with disabilities; for students with intellectual disabilities based on two methodologically sound group experimental studies with random assignment across 138 participants with intellectual disabilities; for students with other health impairment based on two methodologically sound group experimental studies with random assignment across 174 participants with other health impairments; and for students with learning disabilities based on three methodologically sound group experimental studies with random assignment across 127 participants with learning disabilities. It is also a research-based practice for students with autism spectrum disorders based on two methodologically sound group experimental studies with random assignment across 31 participants with autism spectrum disorders; for students with emotional/behavior disorders based on three methodologically sound group experimental studies with random assignment across 36 participants with emotional/behavior disorders; for students with speech/language disorders based on one methodologically sound group experimental studies with random assignment across one participant with speech/language disorder; and for students with attention-deficit hyperactivity disorder based on one methodologically sound group experimental studies with random assignment across 6 participants with attention-deficit hyperactivity disorder.
-
Anchored Instruction to Teach Mathematical Problem Solving - Lesson
This Lesson Plan for teaching students to compute fractions and solve both word- and contextualized- problems.
-
Anchored Instruction to Teach Mathematical Problem Solving - LessonThis Lesson Plan for teaching students to compute fractions and solve both word- and contextualized- problems.
-
-
Anchored Instruction to Teach Math - Practice Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on three methodologically sound group experimental studies with random assignment across 523 participants with disabilities; for students with intellectual disabilities based on two methodologically sound group experimental studies with random assignment across 138 participants with intellectual disabilities; for students with other health impairment based on two methodologically sound group experimental studies with random assignment across 174 participants with other health impairments; and for students with learning disabilities based on three methodologically sound group experimental studies with random assignment across 127 participants with learning disabilities. It is also a research-based practice for students with autism spectrum disorders based on two methodologically sound group experimental studies with random assignment across 31 participants with autism spectrum disorders; for students with emotional/behavior disorders based on three methodologically sound group experimental studies with random assignment across 36 participants with emotional/behavior disorders; for students with speech/language disorders based on one methodologically sound group experimental studies with random assignment across one participant with speech/language disorder; and for students with attention-deficit hyperactivity disorder based on one methodologically sound group experimental studies with random assignment across 6 participants with attention-deficit hyperactivity disorder.
-
Anchored Instruction to Teach Mathematical Problem Solving - Lesson
This Lesson Plan for teaching students to compute fractions and solve both word- and contextualized- problems.
-
Anchored Instruction to Teach Mathematical Problem Solving - Lesson
This Lesson Plan for teaching students to compute fractions and solve both word- and contextualized- problems.
-
-
Computerized Concept Mapping to Teach Social Studies Content - Description
This Practice Description is a research-based practice for students with disabilities based on one methodologically sound group study with random assignment across 20 students with disabilities, one methodologically sound group study without random assignment across 18 students with disabilities and one methodologically sound single-subject study across three students with disabilities; a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 12 participants with learning disabilities and one methodologically sound group study without random assignment across 12 participants with learning disabilities; and a research-based practice for students with emotional disorders based on one methodologically sound group study with random assignment across eight participants with emotional disorders, one methodologically sound group study without random assignment across six participants with emotional disorders, and one methodologically single-subject study across three participants with emotional disabilities.
-
Computerized Concept Mapping to Teach Social Studies - Lesson
This lesson plan starter is to teach students to develop concept maps for comprehension of social studies material.
-
-
Corrective Reading to Teach Fluency, Decoding, Word Identification, and Vocabulary - Practice Description
This is a Practice Description that is a research-based practice for 13 students with disabilities (ED, LD) based on two methodologically sound single-case studies across: (a) 1 student with LD; (b) 4 students with OHI; (c) 2 students with EBD; and (d) 6 students with disabilities not specified
-
Corrective Reading to Teach Fluency, Decoding, Word Identification, and Vocabulary - Lesson Plan
This is a Lesson Plan Starter to teach students reading fluency
-
-
Cover, Copy, Compare to Teach Math Skills - DescriptionThis Practice Description is a Promising Practice for students with disabilities based on three single-subject studies demonstrating positive effects using methodologically weak designs across six participants with disabilities.
-
Cover, Copy, Compare to Teach Multiplication Facts - Lesson
This Lesson Plan is used to teach student to build fluency with multiplication facts using the Verbal-Cover, Copy, Compare strategy.
-
-
Direct Instruction of Main Idea to Teach Reading Comprehension - Practice Description
This Practice Description is a research-based practice for students with disabilities (SLD, ED, LD) based on one methodologically sound single case study across four students - 4 students with LD; and one methodologically sound group experimental study across - 33 students (n=29 with LD; n=4 with SED)
-
Direct Instruction of Main Idea to Teach Reading Comprehension - Lesson Plan
This is a Lesson Plan Starter to teach students a reading comprehension strategy
-
-
Embedded Story Structure to Teach Reading Comprehension - Practice Description
This is a Practice Description that is research-based practice for students with disabilities based on one methodologically sound group experimental studies across 79 at-risk students (14 students with LD).
-
Embedded Story Structure to Teach Reading Comprehension - Lesson Plan
This Lesson Plan Starter is to teach reading comprehension skills.
-
-
Graduated Sequence of Instruction to Teach Math - Description
This is a Practice Description that is research-based practice for students with disabilities based on one methodologically sound group and three methodologically sound single-case studies across 60 students with disabilities and for students with learning disabilities based on one methodologically sound group and three methodologically sound single-case studies across 48 students with learning disabilities. It is also a promising practice for students with intellectual disability based on one methodologically sound single-case study across one student with intellectual disability and for students with other health impairment based on one methodologically sound single-case study across one student with other health impairment.
-
Graduated Sequence of Instruction - Algebra - Algebraic Integer - Lesson
This Lesson Plan is for teaching students to represent and solve algebraic word problems that involve the subtraction of integers.
-
Graduated Sequence of Instruction - Algebra - Algebraic Integer - Lesson
This Lesson Plan is for teaching students to represent and solve algebraic word problems that involve the subtraction of integers.
-
Graduated Sequence of Instruction - Algebra - Lesson1
Lesson plan for concrete phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson1
Lesson plan for concrete phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson2
Lesson plan for representational phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson2
Lesson plan for representational phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson3
Lesson plan for abstract phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson3
Lesson plan for abstract phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Geometry - Lesson - Area
Lesson plan to teach geometry - area - using geoboard.
-
Graduated Sequence of Instruction - Geometry - Lesson - Area
Lesson plan to teach geometry - area - using geoboard.
-
-
Graduated Sequence of Instruction to Teach Math - Description
This is a Practice Description that is research-based practice for students with disabilities based on one methodologically sound group and three methodologically sound single-case studies across 60 students with disabilities and for students with learning disabilities based on one methodologically sound group and three methodologically sound single-case studies across 48 students with learning disabilities. It is also a promising practice for students with intellectual disability based on one methodologically sound single-case study across one student with intellectual disability and for students with other health impairment based on one methodologically sound single-case study across one student with other health impairment.
-
Graduated Sequence of Instruction - Algebra - Algebraic Integer - Lesson
This Lesson Plan is for teaching students to represent and solve algebraic word problems that involve the subtraction of integers.
-
Graduated Sequence of Instruction - Algebra - Algebraic Integer - Lesson
This Lesson Plan is for teaching students to represent and solve algebraic word problems that involve the subtraction of integers.
-
Graduated Sequence of Instruction - Algebra - Lesson1
Lesson plan for concrete phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson1
Lesson plan for concrete phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson2
Lesson plan for representational phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson2
Lesson plan for representational phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson3
Lesson plan for abstract phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Algebra - Lesson3
Lesson plan for abstract phase lesson to teach algebraic equations.
-
Graduated Sequence of Instruction - Geometry - Lesson - Area
Lesson plan to teach geometry - area - using geoboard.
-
Graduated Sequence of Instruction - Geometry - Lesson - Area
Lesson plan to teach geometry - area - using geoboard.
-
-
Graphic Organizers to Teach Math - Description
This Practice Description is a Promising Practice for students with disabilities based on one methodologically sound single-subject study across four participants with disabilities and two single-subject studies demonstrating positive effects using methodologically weak designs across six participants with disabilities.
-
Graphic Organizers to Teach One-Step Word Problem Solving - Lesson
This Lesson Plan is to teach students to solve one-step word problems.
-
-
Graphic Organizers to Teach Reading Comprehension - Practice Description
This is a Practice Description that is a research-based practice for students with disabilities (SLD) based on one methodologically sound group experimental study across and one methodologically sound single case design study for 27 students with SLD
-
Graphic Organizers to Teach Reading Comprehension - Lesson Plan
This is a Lesson Plan Starter to teach students reading comprehension skills.
-
-
Graphic Organizers to Teach Science
This Practice Description is an evidence-based practice for students with disabilities based on three methodologically sound group experimental studies with random assignment across 130 participants with disabilities and two methodologically sound single-subject studies across six participants with disabilities. It is also an evidence-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment across 130 participants with learning disabilities.
-
Graphic Organizer - Science Content - Lesson
Lesson plan to teach mastery of science content using a graphic organizer. Example is for lesson on photosynthesis.
-
-
Mnemonics to Teach Science Content - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on six methodologically sound group studies with random assignment across 329 students with disabilities. It is also an evidence-based practice for students with learning disabilities, based on six methodologically sound group studies with random assignment across 322 students with learning disabilities.
-
Mnemonics to Teach Social Studies Vocabulary - Description
This Description is a Promising Practice based on one acceptable group study and six studies with strong research designs.
-
Mnemonics to Teach Social Studies Vocabulary - Lesson
This is a Lesson Plan to teach students (using direct instruction) to use a mnemonic device (i.e., acoustically similar [rhyming or alliterative] or diminutive [ i.e., portions of the term]) to learn social studies vocabulary.
-
-
Morphological Instruction to Teach Reading Skills - Description
This is a promising practice for students with disabilities based on one group experimental study demonstrating positive effects with a weak research design across 10 students with disabilities.
-
Morphological Analysis to Teach Vocabulary in an Inclusive Setting - Lesson
This Lesson Plan is used to teach students to use a Word Mapping graphic device to effectively analyze, predict, and verify defining unfamilar vocabulary words through morphological analysis.
-
-
Peer Tutoring to Teach Reading - Description
This is s Practice Ddescription of a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 11 students with disabilities, as well as a research-based practice for students with learning disabilities based on two methodologically sound single-subject studies across five students with learning disabilities.
-
Peer Tutoring to Teach Social Studies Content - Description
This Practice Description is a research-based practice for students with disabilities based on two methodologically sound group experimental studies with random assignment across 47 students with disabilities. It is also a research-based practice for students with emotional disorders based on two methodologically sound group experimental studies with random assignment across 31 students with emotional disorders.
-
Peer Tutoring to Teach 20th Century World History - Lesson
This lesson plan is to teach students 20th century world history content using peer-tutoring in special education classes.
-
-
Peer-Assisted Instruction to Teach Math - Description
This practice description is a research-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 92 students with disabilities and one methodologically sound single-subject study across eight students with disabilities.
It is also a research-based practice for students with learning disabilities based on one methodologically sound group experimental study with random assignment across 68 students with learning disabilities.
-
Peer-Assisted Instruction to Teach Math Computation - Lesson
This lesson plan starter is to teach students basic mathematics computations (i.e., addition, subtraction, multiplication, and division).
-
-
Peer-Tutoring to Teach Science - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on two methodologically sound group experimental studies with random assignment across 106 students with disabilities and one methodologically sound single-subject study across five students with disabilities. It is also an evidence-based practice for students with learning disabilities based on two methodologically sound group experimental studies with random assignment across 70 students with learning disabilities.
-
Peer-Mediated Embedded Instruction to Teach Inquiry Science in an Inclusive Setting - Lesson
This lesson plan starter is to teach students to respond correctly to 6th grade science questions across three units on the following topics (a) Technology and Energy, (b) Kinetic and Potential Energy, and (c) Continents and Tectonic Plates, as well as, use a KWHL chart during inclusive inquiry science lessons.
-
-
RAP Paraphrasing Strategy to Teach Paraphrasing and Reading Comprehension - Practice Description
This is Practice Description for a research-based practice for students with intellectual disability based on one methodologically sound group experimental study across “10 students with ID”
-
RAP Paraphrasing Strategy to Teach Paraphrasing and Reading Comprehension - Lesson Plan
This is a Lesson Plan Starter to teach students to paraphrase and increase reading comprehension skills
-
-
Reading Comprehension Strategy Plus Attribution Retraining Concepts and Strategies to Teach Reading Comprehension Skills - Practice Description
This is a Practice Description for a research-based practice for students with disabilities (SLD, ED, LD) based on three methodologically sound group experimental studies across: (a) 74 students with SLD; (b) 3 students with ED; (c) 182 students with disabilities (not specified); and (d) 135 students with LD
-
Reading Comprehension Strategy Plus Attribution Retraining Concepts and Strategies to Teach Reading Comprehension Skills - Lesson Plan
This is a Lesson Plan Starter to teach students reading comprehension skills.
-
-
Reading Comprehension Strategy to Teach Reading Comprehension Skills - Practice Description
This is a Practice Description for a research-based practice for students with disabilities (SLD, ED, LD) based on three methodologically sound group experimental studies across: (a) 74 students with SLD; (b) 3 students with ED; (c) 182 students with disabilities (not specified); and (d) 135 students with LD.
-
Reading Comprehension Strategy to Teach Reading Comprehension Skills - Lesson Plan
This Lesson Plan Starter is to teach students reading comprehension skills.
-
-
Repeated Reading to Teach Reading Fluency and Comprehension - Description
This Practice Description is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 12 students with disabilities. Is is also a research-based practice for students with learning disabilities based on two methodologically sound single-subject studies across seven students with learning disabilities.
-
Repeated Reading to Teach Reading Fluency - Lesson
This is a Research-Based Practice based on three acceptable single-case studies.
-
-
REWARDS Program to Teach Decoding, Vocabulary, and Reading Comprehension - Practice Description
This Practice Description is an evidence-based practice for students with disabilities (SLD, ED, LD) based on three methodologically sound group experimental studies across (a) 74 students with SLD; (b) 3 students with ED; (c) 182 students with disabilities (not specified); and (d) 135 students with LD
-
REWARDS Program to Teach Decoding, Vocabulary, and Reading Comprehension across Content Areas - Lesson Plan
This lesson plan starter is to teach students to decode and identify vocabulary and build reading comprehension skills across content areas.
-
-
Schema-Based Instruction to Solve Math Word Problems - Description
This Practice Description is an evidence-based practice for students with disabilities based on four methodologically sound group studies with random assignment across 197 students with disabilities and four methodologically sound single subject studies across 17 students with disabilities. It is also a research-based practice for students with learning disabilities based on two methodologically sound group experimental studies with random assignment and two methodologically sound single subject studies across 41 participants with learning disabilities, as well as a research-based practice for students with intellectual disabilities based on two methodologically sound single subject studies across nine participants with intellectual disabilities.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson1
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson1
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson2
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson2
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.
-
-
Schema-Based Instruction to Solve Math Word Problems - Description
This Practice Description is an evidence-based practice for students with disabilities based on four methodologically sound group studies with random assignment across 197 students with disabilities and four methodologically sound single subject studies across 17 students with disabilities. It is also a research-based practice for students with learning disabilities based on two methodologically sound group experimental studies with random assignment and two methodologically sound single subject studies across 41 participants with learning disabilities, as well as a research-based practice for students with intellectual disabilities based on two methodologically sound single subject studies across nine participants with intellectual disabilities.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson1
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson1
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve one step math word problems using the schema stratgy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson2
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.
-
Schema-Based Instruction to Solve Math Word Problems - Lesson2
This lesson plan starter is to teach students the skills to distinguish between three different word problem types using the schema strategy and solve two-step math word problems using the schema strategy.
-
-
Self-Management Instruction to Teach Math - Description
This Practice Description is a research-based practice for students with disabilities based on four methodologically sound single-subject studies across 18 students with disabilities. It is also a research-based practice for students with emotional and behavioral disorders based on three methodologically sound single-subject studies across 10 students with emotional and behavioral disorders.
-
Self-Monitoring to Improve Accuracy and Productivity - Lesson
Lesson plan starter to increase accuracy and productivity on an academic skill using self-management (Carr & Punzo, 1993)
-
-
Self-Monitoring to Teach Reading Comprehension, Productivity, and Accuracy - Practice Description
This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single case studies across 6 students with SLD
-
Self-Monitoring to Teach Reading Comprehension, Productivity, and Accuracy - Lesson Plan
This is a Lesson Plan Starter to teach students to decode and identify vocabulary and build reading comprehension skills across content areas.
-
-
Self-Regulated Strategy Development (SRSD) to Teach Math - Description
This is a Practice Description for research-based practice for students with disabilities based on two methodologically sound single-case studies across 10 participants. It is also a promising practice for students with hearing impairment based on one methodologically sound single-case studies across one participant; for students with specific learning disabilities based on one methodologically sound single-case studies across four participants; for students with speech-language impairments based on one methodologically sound single-case studies across three participants; and for students at risk for disabilities based on one methodologically sound single-case studies across two participants.
-
Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson
Lesson plan for teaching students how to solve and check multiple step math equations.
-
Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson
Lesson plan for teaching students how to solve and check multiple step math equations.
-
-
Self-Regulated Strategy Development (SRSD) to Teach Math - Description
This is a Practice Description for research-based practice for students with disabilities based on two methodologically sound single-case studies across 10 participants. It is also a promising practice for students with hearing impairment based on one methodologically sound single-case studies across one participant; for students with specific learning disabilities based on one methodologically sound single-case studies across four participants; for students with speech-language impairments based on one methodologically sound single-case studies across three participants; and for students at risk for disabilities based on one methodologically sound single-case studies across two participants.
-
Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson
Lesson plan for teaching students how to solve and check multiple step math equations.
-
Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson
Lesson plan for teaching students how to solve and check multiple step math equations.
-
-
Simultaneous Prompting to Teach Math - Description
This is Practice Description of a promising practice for students with disabilities based on one methodologically sound single-subject study across four students with disabilities and two single-subject studies with weak designs and positive effects across four students with disabilities.
-
Simultaneous Prompting to Teach Pythagorean Theorem - Lesson
This lesson plan starter is to teach students to use Pythagorean Theorem to teach real-world application problems.
-
-
SOLVE-IT to Teach Math - Practice Description
This is a Practice Description that is research-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 161 participants (78 with disabilities and 83 average achieving students) and two methodologically sound single-case studies across nine participants with disabilities and for students with learning disabilities based on one methodologically sound group experimental study with random assignment across 161 participants (78 with disabilities and 83 average achieving students). It is also a promising practice for students with spina bifida myelomeningocele (SBM; orthopedic impairment) based on one methodologically sound single-case study across three participants with SBM and for students with other health impairments (OHI) based on one methodologically sound single-case study across six participants with OHI.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 2 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 2 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 3 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 3 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson I - Lesson Plan
This is a Lesson Plan Starter to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson I - Lesson Plan
This is a Lesson Plan Starter to teach students to solve addition and subtraction problems involving fractions.
-
Mnemonics - Math - First - Problem Solving - Lesson
This Lesson Plan is for teaching students to use the mnemonic device called the SOLVE Strategy, to teach mathematical problem solving skills.
-
Mnemonics - Math - Fractions - Lesson1
Lesson plan to teach phase two of the LAP mnemonic for addition and substraction of fractions.
-
Mnemonics - Math - Fractions - Lesson2
Lesson plan to teach the Look Ask Pick mnemonic strategy for addition and subtraction of fractions.
-
Mnemonics - Math - Fractions - Lesson3
Lesson plan to teach phase three of the LAP mnemonic strategy for addition and subtraction of fractions.
-
-
SOLVE-IT to Teach Math - Practice Description
This is a Practice Description that is research-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 161 participants (78 with disabilities and 83 average achieving students) and two methodologically sound single-case studies across nine participants with disabilities and for students with learning disabilities based on one methodologically sound group experimental study with random assignment across 161 participants (78 with disabilities and 83 average achieving students). It is also a promising practice for students with spina bifida myelomeningocele (SBM; orthopedic impairment) based on one methodologically sound single-case study across three participants with SBM and for students with other health impairments (OHI) based on one methodologically sound single-case study across six participants with OHI.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 2 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 2 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 3 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson 3 - Lesson Plan
This is a Lesson Plan Starter to teach students to understand how to get a common denominator. to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson I - Lesson Plan
This is a Lesson Plan Starter to teach students to solve addition and subtraction problems involving fractions.
-
LAP strategy to Teach Addition and Subtraction of Fractions - Lesson I - Lesson Plan
This is a Lesson Plan Starter to teach students to solve addition and subtraction problems involving fractions.
-
Mnemonics - Math - First - Problem Solving - Lesson
This Lesson Plan is for teaching students to use the mnemonic device called the SOLVE Strategy, to teach mathematical problem solving skills.
-
Mnemonics - Math - Fractions - Lesson1
Lesson plan to teach phase two of the LAP mnemonic for addition and substraction of fractions.
-
Mnemonics - Math - Fractions - Lesson2
Lesson plan to teach the Look Ask Pick mnemonic strategy for addition and subtraction of fractions.
-
Mnemonics - Math - Fractions - Lesson3
Lesson plan to teach phase three of the LAP mnemonic strategy for addition and subtraction of fractions.
-
-
Strategy Instruction to Improve Reading Comprehension - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on six methodologically sound group experimental studies with random assignment across 328 students with disabilities as well as an evidence-based practice for students with learning disabilities based on six methodologically sound group experimental studies with random assignment across 318 participants with learning disabilities.
-
Strategy Instruction - Reading Comprehension - Lesson
Lesson plan for RAP strategy to teach reading comprehension skill.
-
-
Structured-Inquiry to Teach Science Content - Description
This Practice Description is a research-based practice based for students with disabilities based on one methodologically sound group experimental study with random assignment across 202 students with disabilities and two group experimental studies with random assignment demonstrating positive effects with weak research designs across 44 students with disabilities.
-
Structured-Inquiry to Teach Environmental Science - Lesson
This lesson plan starter is to teach students about effects of pollution on ecosystems using structured inquiry.
-
-
Supplemental Materials to Teach Complex History Content - Description
This Practice Description is a research-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 36 students with disabilities. It is also a research-based practice for students with learning disabilities based on one methodologically sound group experimental study with random assignment across 33 students with learning disabilities.
-
Supplemental Materials to Teach Civil Rights Movement - Lesson 1
Lesson plan to teach students complex historical content (Civil Rights Movement).
-
-
Technology to Teach Math
This is a Practice Description that is an evidence-based practice for students with disabilities based on three methodologically sound group experimental studies with random assignment across 115 students with disabilities and three methodologically sound single-subject students across 15 students with disabilities. It is also an evidence-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment across 115 students with learning disabilities and one methodologically sound single-subject study across one student with a learning disability.
-
Technology to Teach Reading Comprehension - Description
This is a Practice Description that is a promising practice for students with disabilities based on one methodologically sound single-subject study across three students with disabilities. It is also a promising practice for students with intellectual disabilities based on one methodologically sound single-subject study across three students with intellectual disability.
-
SMART Board Technology to Teach Grocery Store Aisle Sight Words - Lesson
This lesson plan starter is to teach students grovery aisle sight words.
-
-
Time Delay to Teach Science Skills - Description
This practice description is an Evidence Based Practice for students with disabilities based on six methodologically sound single-subject studies across 25 participants conducted by at least three research teams with no overlapping authors at three different institutions. It is also an evidence-based practice for students with intellectual disabilities, based on six methodologically sound single-subject studies across 22 students with intellectual disabilities conducted by at least three research teams with no overlapping authors at three different institutions.
-
Progressive Time Delay to Teach Science Skills - Lesson
This lesson plan teaches students how to recognize key words and their corresponding definitions from product warning labels
-
-
TouchMath to Teach Mathematics Computation Skills - Description
This Practice Description is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across six students with disabilities.
-
TRAVEL Mnemonic to Teach Reading Comprehension - Practice Description
This is a Practice Description for a research-based practice for students with disabilities (LD and ID) based on one methodologically sound group experimental study across 20 students with LD and 10 students with ID.
-
TRAVEL Mnemonic to Teach Reading Comprehension - Lesson Plan
This is a Lesson Plan Starter to teach students to decode and identify vocabulary and build reading comprehension skills across content areas.
-
-
Visual Displays to Teach Information Recall and Reading Comprehension - Practice Description
This is a Practice Description for a research-based practice for students with disabilities (SLD, ED, LD) based on one methodologically sound group experimental studies across 22 students with SLD and two methodologically sound single case design studies across 7 students with moderate ID
-
Visual Displays to Teach Information Recall and Reading Comprehension - Lesson Plan
This is s Lesson Plan Starter to teach students to decode and identify vocabulary and build reading comprehension skills across content areas.
-
-
Word Mapping to Teach Vocabulary - Practice Description
This is a Practice Description for a research-based practice for students with disabilities (LD and ID) based on one methodologically sound group experimental study across 20 students with LD and 10 students with ID
-
Word Mapping to Teach Vocabulary - Lesson Plan
This is a Lesson Plan Starter to increase students’ vocabulary skills
-
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment.
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment.
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
Take Action: Making Goals Happen Curriculum to Teach Goal-Setting and Attainment - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across nine participants.
-
Take Action: Making Goals Happen Curriculum to Teach Goal-Setting and Attainment - Lesson Plan
This is a Lesson Plan to teach students how to break long-term goals into short-term achievable goals.
-
-
Using the Student-Directed Transition Planning Lessons to Teach Transition Knowledge and Self-efficacy Skills -Description
This Practice Description is a promising practice for students with disabilities based on one methodologically sound group experimental study across 19 students with disabilities.
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Check and Connect - Student Focused Planning - Description
This is a Practice Description that is a Research-Based Practice for students with emotional-behavioral disorders based on one methodologically sound group study with random assignment across 71 students with emotional-behavioral disorders.
-
Computer Assisted Instructon - Student Focused Planning - Description
Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT
-
Computer Assisted Instruction - Student Focused Planning - Lesson - SAS
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
-
Person-Centered Planning to Teach Future Expectations - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group experimental study across 47 participants.
-
Person-Centered Planning to Teach Future Expectations - Lesson Plan
This is a Lesson Plan to teach students to increase self-determination skills including goal-setting, communication skills, and self-advocacy.
-
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
-
Self-Advocacy Strategy - Student Participation in IEP - Description
This is a Practice Description that is a research-based practice for students with disabilities based on three methodologically group experimental studies with random assignment and three methodologically sound single-subject studies across 71 students with disabilities and also s a research-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment and two methodologically sound single-subject studies across 56 students with learning disabilities.
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson1
Lesson plan to increase IEP participation using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson2 - Multimedia
Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson3
Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)
-
-
Self-Directed IEP - Student Participation in IEP - Lesson
Lesson plan for using Self-Directed IEP curriculum (Allen et al., 2002)
-
-
Collapse Folder
-
Collapse FolderEmployment
-
Collapse FolderStudent Development - Employment Skills
-
Acquired Brain Injury (ABI) Program - Competitive Employment - VR Practice Description
Practice Descritpion for the effective practice of Acquired Brain Injury (ABI) Program identified by the RRTC-EBP-VR.
-
Agency Leadership - Competitive Employment - VR Practice Description
Practice Description for the effective practice of agency leadership identified by the RRTC-EBP-VR.
-
Career Exploration - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Career Exploration Services identified by the RRTC-EBP-VR.
-
Career Exploration - Job Search - NCWD Practice Description
Practice Description for career exploration activities identified by NCWD-Youth
-
Choose to Work - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Choose to Work (CTW) identified by the RRTC-EBP-VR.
-
Community Based Instruction - Communication Skills - Description
This is a Practice Description for a Research-Based Practice for students with disabilities based on one methodologically sound group study with random assignment across 15 students with disabilities and one methodologically sound quality single subject study across 5 participants. It is also a Promising Practice for students with deaf-blindness and intellectually disability based on one methodologically sound quality single subject study with 5 participants.
-
Community Based Instruction - Communication Skills - Lesson
Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)
-
Community Based Instruction - Communication Skills - Lesson
Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Community Based Instruction - Communication Skills - Description
This is a Practice Description for a Research-Based Practice for students with disabilities based on one methodologically sound group study with random assignment across 15 students with disabilities and one methodologically sound quality single subject study across 5 participants. It is also a Promising Practice for students with deaf-blindness and intellectually disability based on one methodologically sound quality single subject study with 5 participants.
-
Community Based Instruction - Communication Skills - Lesson
Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)
-
Community Based Instruction - Communication Skills - Lesson
Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Community Based Instruction - Employment Skills - Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 20 participants.
-
Community Based Instruction - Employment Skills - Lesson - Collating Copies
Lesson plan to teach collating copies using community based instruction (Cihak, Alberto, Kessler, & Taber, 2004)
-
-
Community Rehabilitation Program - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Community Rehabilitation Program (CRP) Certification identified by the RRTC-EBP-VR.
-
Computer Assisted Instruction - Job Skills - Description
This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across 7 participants with disabilities conducted by two different research teams and across two different geographical areas.
-
Computer Assisted Instruction - Employment Lesson1 - Office Job Skills
Lesson plan to teach office job skills using computer assisted instruction (Mechling & Ortega-Hurndon, 2007)
-
Computer Assisted Instruction - Employment Lesson2 - Service Job Skills
Lesson plan to teach service industry job skills using computer assisted instruction (Riffel et al., 2005)
-
-
Constant Time Delay to Teach Job Specific Skills - Description
This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 11 participants with disabilities conducted by at least two different research teams and across three different geographical areas.
-
Teaching Job Skills Using Computer Based Instruction - Lesson Plan
This is a Lesson Plan to teach students water a plant, deliver mail, and change paper towels.
-
-
Counseling - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Counseling and the Working Alliance between Counselor and Consumer identified by the RRTC-EBP-VR.
-
Counselor Education - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Counselor Education identified by the RRTC-EBP-VR.
-
DARSforce - Competitive Employment - VR Practice Description
Practice Description for the effective practice of DARSforce identified by the RRTC-EBP-VR.
-
Data Driven - Competitive Employment - VR Practice Description
Practice Description for the effective practice of being Data Driven identified by the RRTC-EBP-VR.
-
Differential Reinforcement to Teach Task Completion - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across one participant.
-
Differential Reinforcement to Teach Task Completion - Lesson Plan
This is a Lesson Plan to teach students to respond to cues quicker thereby increasing task completion using differential reinforcement.
-
-
Embedded Training Programs - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Embeded Training Programs (ETP) identified by the RRTC-EBP-VR.
-
Employer Relations Team - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Employer Relations Team identified by the RRTC-EBP-VR.
-
Empowerment and Customer Self-Concept - Competitive Employment - VR Practice Description
Practice Description for the effective practice of empowerment and customer self-concept identified by the RRTC-EBP-VR.
-
Essential Elements of Service Delivery - Competitive Employment - VR Practice Description
Practice Description for the effective practice of essential elements of service delivery identified by the RRTC-EBP-VR.
-
Excellent Service, Every Consumer, Every Time (E3) - Competitive Employment - VR Practice Description
Practice Description for the effective practice of E3 identified by the RRTC-EBP-VR.
-
Extension of Career Planning Services Beyond Secondary School
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 57 participants with disabilities.
-
Increasing Visability and Communication/Constituent Relations - Competitive Employment - VR Practice Description
Practice Description for the effective practice of iincreasing visability and communication/constituent relations identified by the RRTC-EBP-VR.
-
Incubator Units - Competitive Employment - VR Practice Description
Practice Description for the effective practice of incubation units identified by the RRTC-EBP-VR.
-
Individual Placement and Supports - Competitive Employment - VR Practice Description
Practice Description for the effective practice of individual placement and supports identified by the RRTC-EBP-VR.
-
Interagency Collaboration - Competitive Employment - VR Practice Description
Practice Description for the effective practice of interagency collaboration identified by the RRTC-EBP-VR.
-
Least to Most Prompting - Communication Skills - Description
Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)
-
Least to Most Prompting - Communication - Lesson - Job Related
Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Least to Most Prompting - Job Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment with 40 participants and one methodologically sound single subject study with 4 participants. It is also a Promising Practice for students with mild intellectual disabilities based on one methodologically sound group study with non-random assignment with 20 participants with mild intellectual disabilities, as well as 20 students with moderate intellectual disabilities and a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound group study with non-random assignment with 20 participants with moderate intellectual disabilities, as well as 20 students with mild intellectual disabilities.
-
Least to Most Prompting - Job Skills - Lesson - Cleaning a Table
Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)
-
Least to Most Prompting - Job Skills - Lesson - Cleaning a Table
Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)
-
-
Maryland Seamless Transition Collaborative (MSTC) - Competitive Employment - VR Practice Description
Practice Description for the effective practice of MSTC identified by the RRTC-EBP-VR.
-
Mnemonics - Job Application Skills - Description
Practice description for mnemonics to teach an employment skill. NSTTAC/NTACT
-
Mnemonics - Job Application Skills - Lesson
Lesson plan to teach completing applications using a mnemonic strategy (Nelson & Smith, 1994)
-
-
Organizational Culture - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Organizational Culture identified by the RRTC-EBP-VR.
-
Organizational Skills - Competitive Employment - VR Practice Description
Practice Description for the effective practice of organizational skills identified by the RRTC-EBP-VR.
-
Partnerships - Competitive Employment - VR Practice Descriptions
Practice Description for the effective practice of partnerships identified by the RRTC-EBP-VR.
-
Rapid Response and Internal Service - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Rapid Response and internal service identified by the RRTC-EBP-VR.
-
Rehabilitation Counselor and Unit Autonomy - Competitive Employment - VR Practice Description
Practice Description for the effective practice of RC&UA identified by the RRTC-EBP-VR.
-
Resources - Competitive Employment - VR Practice Descriptions
Practice Description for the effective practice of using resources identified by the RRTC-EBP-VR.
-
Response Prompting - Employment Skills - Description
Practice description for response prompting to teach employment skills. NSTTAC/NTACT
-
Response Prompting - Employment Skills - Lesson - Cleaning
Lesson plan to teach job skills (cleaning bathrooms) using response prompting (Mitchell, Schuster, Collins, & Gassaway, 2000)
-
-
Return on Investment - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Return on Investment identified by the RRTC-EBP-VR.
-
Self-Management Instruction - Job Skills - Description
Practice description for self-management to teach job specific skills
-
Self-Management - Job Skills - Lesson - Initiation of Tasks
This is a Lesson Plan to teach initiation skills (i.e., greet staff, deliver parent-teacher notebook, put personal items away, clear desk, go to group,) using self-management instruction.
-
-
Service Integration and Business Model - Competitive Employment - VR Practice Description
Practice Description for the effective practice of SI & BM identified by the RRTC-EBP-VR.
-
Share Point - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Share Point identified by the RRTC-EBP-VR.
-
Simulations to Teach Social Skills - Description
This Practice Description is a Research-Based Practice based on four acceptable quality single subject studies.
-
Simulation - Social Skills - Lesson1
Lesson plan to teach job-related social skills using simulations (Clement-Heist, Seigel, & Gaylord-Ross, et al., 1992)
-
Simulation - Social Skills - Lesson1
This Lesson Plan is to teach students vocational social skills. THIS ONE
-
Simulation - Social Skills - Lesson2
Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)
-
Simulation - Social Skills - Lesson2
Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Simulations to Teach Social Skills - Description
This Practice Description is a Research-Based Practice based on four acceptable quality single subject studies.
-
Simulation - Social Skills - Lesson1
Lesson plan to teach job-related social skills using simulations (Clement-Heist, Seigel, & Gaylord-Ross, et al., 1992)
-
Simulation - Social Skills - Lesson1
This Lesson Plan is to teach students vocational social skills. THIS ONE
-
Simulation - Social Skills - Lesson2
Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)
-
Simulation - Social Skills - Lesson2
Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Soft Skills Training Program - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Soft Skills Training Program identified by the RRTC-EBP-VR.
-
Staff Training and Development - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Staff Training and Development identified by the RRTC-EBP-VR.
-
Strong Business Model - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Strong Business Model identified by the RRTC-EBP-VR.
-
Support for Innovative and Promising Practices - Competitive Employment - VR Practice Description
Practice Description for the effective practice of SIPP identified by the RRTC-EBP-VR.
-
Supported Employment - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Supported Employment identified by the RRTC-EBP-VR.
-
System of Least Prompts Procedure with a Video Prompt to Teach Office Tasks - Description
This is a Practice Description that is a promising practice for students with intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.
-
System of Least Prompts Procedure with a Video Prompt to Teach Office Tasks - Lesson Plan
This is a Lesson Plan to teach students three office tasks: Collate and staple, prepare a letter, and organize a binder.
-
-
System of Least Prompts to Teach Functional Digital Literacy Skills - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across three participants.
-
System of Least Prompts to Teach Functional Digital Literacy Skills - Lesson Plan
This is a Lesson Plan that is a Promising Practice to teach students to send emails, receive emails, bookmark webpages, access bookmarked webpages, and use cloud storage to upload and download documents.
-
-
Targeted Group - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Targeted Group identified by the RRTC-EBP-VR.
-
UDOWD - Competitive Employment – VR Practice Description
Practice Description for the effective practice of Utah Defendant Offender Workforce Development Taskforce (UDOWD) identified by the RRTC-EBP-VR.
-
Valforce - Competitive Employment – VR Practice Description
Practice Description for the effective practice of Valforce identified by the RRTC-EBP-VR.
-
Video Modeling to Teach Fine Motor Tasks
This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities, as well as a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is also a promising practice for students with autism based on one methodologically sound single-subject student across 3 students with autism.
-
Video Modeling to Teach Fine Motor Tasks
This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities, as well as a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is also a promising practice for students with autism based on one methodologically sound single-subject student across 3 students with autism.
-
Video Modeling to Teach Interviewing Skills - Description
This is a Practice Description that is a promising practice for students with autism based on one methodologically sound group random assignment study across 15 students with autism.
-
Video Modeling to Teach Interviewing Skills - Lesson Plan
This is a Lesson Plan to teach students employment interviewing skills across a variety of industries using mobile video modeling and video prompting.
-
-
Work Incentive Planning and Benefits Counseling - Competitive Employment - VR Practice Description
Practice Description for the effective practice of Work Incentive Planning and Benefits Counseling identified by the RRTC-EBP-VR.
-
Working Alliance or Client-Centered Services - Competitive Employment – VR Practice Description
Practice Description for the effective practice of Working Alliance or Client-Centered Services identified by the RRTC-EBP-VR.
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Computer Assisted Instructon - Student Focused Planning - Description
Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT
-
Computer Assisted Instruction - Student Focused Planning - Lesson - SAS
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson2 - Multimedia
Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002) this one
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson3
Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)
-
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson2 - Multimedia
Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002) this one
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson3
Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)
-
-
Self-Directed IEP - Student Participation in IEP - Description
This is a Practice Description of an evidence-based practice for students with disabilities based on one methodologically sound group study with random assignment across 130 students with disabilities and four methodologically sound single-subject studies across 15 students with disabiliites. It is also a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 93 students with learning disabilities and two methodologically sound single-subject studies across two students with learning disabilities, as well as a research-based practice for students with intellectual disability based on one methodologically sound group study with random assignment across 11 students with intellectual disability and three methodologically sound single-subject studies across six students with intellectual disability.
-
Self-Directed IEP - Student Participation in IEP - Description
This is a Practice Description of an evidence-based practice for students with disabilities based on one methodologically sound group study with random assignment across 130 students with disabilities and four methodologically sound single-subject studies across 15 students with disabiliites. It is also a research-based practice for students with learning disabilities based on one methodologically sound group study with random assignment across 93 students with learning disabilities and two methodologically sound single-subject studies across two students with learning disabilities, as well as a research-based practice for students with intellectual disability based on one methodologically sound group study with random assignment across 11 students with intellectual disability and three methodologically sound single-subject studies across six students with intellectual disability.
-
Using Person-Centered Planning to Teach Future Expectations - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group experimental study across 47 participants.
-
Person-Centered Planning to Teach Future Expectations - Lesson Plan
This is a Lesson Plan to teach students to increase self-determination skills including goal-setting, communication skills, and self-advocacy.
-
-
-
Collapse Folder
-
Collapse FolderIndependent Living
-
Collapse FolderStudent Development - Employment Skills
-
Simulation - Social Skills - Description
Practice description for simulation to teach employment-related social skills. NSTTAC/NTACT
-
Simulation - Social Skills - Lesson1
Lesson plan to teach students vocational social skills.
-
Simulation - Teaching Communication Skills in an Employment Site Using Dual Communication Boards
Lesson plan to improve receptive and expressive communication with coworkers using a dual communication board at community employment sites
-
-
-
Collapse FolderStudent Development - Life Skills
-
Backward Chaining - Functional Life Skills - Description
This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across 8 participants with disabilities conducted by two different research teams and across two different geographical areas.
-
Backward Chaining - Functional Life Skills - Lesson - First Aid Safety Skills
Lesson plan to teach first-aid skills using backward chaining (Gast, Winterling, Wolery, & Farmer, 1992)
-
-
Community Based Instruction - Banking Skills - Description
This is a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 11 students with moderate intellectual disabilities.
-
Community Based Instruction for Cashing Checks and Using an ATM - Lesson Plan
This Lesson Plan is to teach students to make a cash withdrawal at an ATM or write checks for cash.
-
-
Community Based Instruction - Community Integration - Description
This is a Practice Description for a research-based practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 students with disabilities and two methodologically sound single subject studies across 7 students, as well as a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 students with moderate disabilities.
-
Community Based Instruction - Community Integration - Lesson1 - Public Pay Phone
Lesson plan to teach telephone use using community based instruction (Collins, Stinson, & Laud, 1993)
-
Community Based Instruction - Community Integration - Lesson2 - Crossing Street
Lesson plan to teach street crossing using community based instruction (Collins, Stinson, & Laud, 1993)
-
-
Community Based Instruction - Grocery Shopping - Description
Practice description for community-based instruction to teach grocery shopping skills. NSTTAC/NTACT
-
Community Based Instruction - Grocery Shopping - Lesson
Lesson plan to teach grocery shopping using community based instruction Gaule, Neitupski, & Certo, 1985)
-
-
Community Based Instruction - Purchasing - Description
Practice description for community-based instruction to teach purchasing skills. NSTTAC/NTACT
-
Community Based Instruction - Purchasing - Lesson - Counting-On Strategy
Lesson plan to teach countin-on strategy using community based instruction (Cihak & Grim, 2008)
-
-
Community Based Instruction - Safety Skills - Description
This is a Practice Description that is a Research-Based Practice for students with moderate intellectual disabilities based on four methodologically sound single subject studies across 27 students with moderate intellectually disabilities.
-
Community Based Instruction - Safety Skills - Lesson1 - Public Phone
Lesson plan to teach public phone use with community-based instruction (Collins, Stinson & Laud, 1993)
-
Community Based Instruction - Safety Skills - Lesson2 - Crossing the Street
Lesson plan to teach crossing the street using community-based instruction (Collins, Sinson, & Laud, 1993)
-
Community Based Instruction - Safety Skills - Lesson3 - Using Cell Phone
Lesson plan to teach using a cell phone when lost using community-based instruction (Taber, Alberto, Hughes, & Seltzer, 2003)
-
-
Computer Assisted Instruction - Food Preparation and Cooking Skills - Description
Practice description of computer-assisted instruction on food preparation and cooking. NSTTAC/NTACT
-
Computer Assisted Instruction - Food Preparation and Cooking Skills - Lesson 1
Lesson plan to teach cooking with video recipes using response prompts (Mechling & Stephens, 2009)
-
Computer Assisted Instruction - Food Preparation and Cooking Skills - Lesson 2
Lesson plan to teach food preparation and cooking of variety of foods using computer assisted instruction (Mechling, Gast, & Field, 2008)
-
Computer Assisted Instruction - Food Preparation and Cooking Skills - Lesson 3 - Baking Cake
Lesson plan to teach baking a cake using computer assisted instruction (Trask-Tyler, Grossi, & Heward, 1994)
-
-
Computer Assisted Instruction - Grocery Shopping Skills - Description
Practice description for computer-assisted instruction to teach grocery shopping. NSTTAC/NTACT
-
Computer Assisted Instruction - Grocery Shopping - Lesson
Lesson plan to teach grocery shopping using technology resources. (Mechling, Gast, & Langone, 2002)
-
-
Constant Time Delay - Banking - Description
This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 7 participants with disabilities conducted by two different research teams and across two different geographical areas.
-
Constant Time Delay - Banking - Lesson
Lesson plan to teach check cashing and ATM use with constant time delay (McDonnell & Ferguson, 1989)
-
-
Constant Time Delay - Food Preparation and Cooking Skills - Description
Practice description for constant time delay to teach food preparation skills. NSTTAC/NTACT
-
Constant Time Delay - Food Preparation and Cooking Skills - Lesson
Lesson plan to teach making a sandwich using constant time delay (Bozkurt & Gursel, 2005)
-
-
Constant Time Delay and SMART Board Technology to Teach Grocery Store Vocabulary - Description
This Practice Description is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.
-
Constant Time Delay and SMART Board Technology to Teach Grocery Store Vocabulary - Lesson Plan
This is a Lesson Plan that is a promising practice to teach students grocery store sight words.
-
-
Constant Time Delay to Teach First Aid Skills - Decription
This is s a Practice Description that is a promising practice for students with disabilities based on one methodologically sound single case study across four students with disabilities.
-
Backward Chaining to Teach First-aid Safety Skills - Lesson Plan
This is a Lesson Plan to teach students first-aid skills for treating a minor cut.
-
-
Constant Time Delay to Teach Functional Life Skills - Description
Practice description for constant time delay to teach functional life skills. NSTTAC/NTACT
-
Constant Time Delay - Life Skills - Lesson - Making Dessert Drinks
Lesson plan to teach making dessert drinks using constant time delay (Wolery et al., 1991)
-
-
Constant Time Delay to Teach Recreation and Leisure Skills - Description
This Practice Description is a research-based practice for students with disabilities based on four methodologically sound single-subject studies across 18 participants with disabilities. It is also a research-based practice for students with intellectual disabilities based on four methodologically sound single-subject studies across 16 participants with intellectual disability.
-
Constant Time Delay - Leisure Skills - Lesson
Lesson plan to teach leisure skills using constant time delay (Wall, Gast, & Royston, 1999)
-
-
Differential Reinforcement to Teach Task Completion - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across one participant.
-
Differential Reinforcement to Teach Task Completion - Lesson Plan
This is a Lesson Plan to teach students to respond to cues quicker thereby increasing task completion using differential reinforcement.
-
-
Extension of Career Planning Services Beyond Secondary School
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 57 participants with disabilities.
-
Forward Chaining - Functional Life Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single case study with 3 participants with severe intellectual disabilities.
-
Forward Chaining - Functional Skills - Lesson - Laundromat
Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)
-
Forward Chaining - Functional Skills - Lesson - Laundromat
Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)
-
-
Forward Chaining - Functional Life Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single case study with 3 participants with severe intellectual disabilities.
-
Forward Chaining - Functional Skills - Lesson - Laundromat
Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)
-
Forward Chaining - Functional Skills - Lesson - Laundromat
Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)
-
-
Least to Most Prompting - Communication Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 20 participants.
-
Least to Most Prompting - Communication Skills - Using Dual Communication Board - Lesson
Lesson plan to improve receptive and expressive communication with co-workers using a dual communication board at community employment sites. (Heller, Allgood, Ware, & Castelle, 1996)
-
Least to Most Prompting - Communication Skills - Using Dual Communication Board - Lesson
Lesson plan to improve receptive and expressive communication with co-workers using a dual communication board at community employment sites. (Heller, Allgood, Ware, & Castelle, 1996)
-
Least to Most Prompting - Communication Skills - Using Dual Communication Board - Lesson
Lesson plan to improve receptive and expressive communication with co-workers using a dual communication board at community employment sites. (Heller, Allgood, Ware, & Castelle, 1996)
-
-
Least to Most Prompting - Food Preparation and Cooking Skills - Description
Practice description for least to most prompting to teach food preparation and cooking skils. NSTTAC/NTACT
-
Least to Most Prompting - Food Preparation and Cooking Skills - Lesson1
Lesson plan to teach cooking using least to most prompting system (Mechling, Gast, & Field, 2008)
-
Least to Most Prompting - Food Preparation and Cooking Skills - Lesson2 - Baking Microwave Cake
Lesson plan to teach baking using least to most prompting system (Trask-Tyler, Grossi, & Heward, 1994)
-
-
Least to Most Prompting - Functional Life Skills - Description
Practice description for using least to most promoting to teach functional life skills. NSTTAC/NTACT
-
Least to Most Prompting - Functional Life Skills - Lesson1
Lesson plan to teach meal planning using a least to most prompting system (Arnold-Reid,Schloss, & Alper, 1997)
-
Least to Most Prompting - Functional Life Skills - Lesson1
Lesson plan to teach meal planning using a least to most prompting system (Arnold-Reid,Schloss, & Alper, 1997)
-
Least to Most Prompting - Functional Life Skills - Lesson2
Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)
-
Least to Most Prompting - Functional Life Skills - Lesson2
Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)
-
Least to Most Prompting - Functional Life Skills - Lesson4
Lesson plan to teach laundry skills using a least to most prompting system (Taylor, Collins, Schuster, & Kleinart, 2002)
-
Least to Most Prompting - Functional Life Skills - Lesson4
Lesson plan to teach laundry skills using a least to most prompting system (Taylor, Collins, Schuster, & Kleinart, 2002)
-
-
Least to Most Prompting - Grocery Shopping Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 participants with disabilities and one methodologically sound single subject study across 3 participants with disabilities. It is also a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound single subject study across 3 participants with moderate intellectual disabilities.
-
Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning
Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)
-
Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning
Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)
-
-
Least to Most Prompting - Grocery Shopping Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on one methodologically sound group study with non-random assignment across 40 participants with disabilities and one methodologically sound single subject study across 3 participants with disabilities. It is also a Promising Practice for students with moderate intellectual disabilities based on one methodologically sound single subject study across 3 participants with moderate intellectual disabilities.
-
Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning
Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)
-
Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning
Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)
-
-
Least to Most Prompting - Purchasing Skills - Description
Practice description for least to most prompting to teach purchasing skills. NSTTAC/NTACT
-
Least to Most Prompting - Purchasing Skills - Lesson1 - Counting-On Strategy
Lesson plan to teach counting-on strategy using least to most prompting system (Cihak & Grim, 2008)
-
Least to Most Prompting - Purchasing Skills - Lesson2
Lesson plan to teach purchasing using least to most prompting system (Haring, Kennedy, Adams, & Pitt-Conway, 1987)
-
-
Least to Most Prompting - Safety Skills - Description
This is a Practice Description to a Research-Based Practice for students with moderate intellectual disabilities based on two methodically sound single subject studies across 20 students with moderate intellectual disabilities.
-
Least to Most Prompting - Safety Skills - Lesson1
Lesson plan to teach public phone use with community-based instruction (Collins, Stinson & Laud, 1993)
-
Least to Most Prompting - Safety Skills - Lesson2
Lesson plan to teach cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)
-
-
Most to Least Prompting - Life Skills - Description
Practice description for most to least prompting to teach functional life skills. NSTTAC/NTACT
-
Most to Least Prompting - Life Skills Lesson2- Bowling and Pinball
Lesson plan to teach leisure skills using most to least prompting system (Vandercook, 1991)
-
Most to Least Prompting - Life Skills - Lesson1 - Banking
Lesson plan to teach banking skills using most to least prompting system (McDonnell & Ferguson, 1989)
-
-
MultiMedia Social Stories to Teach Knowledge of Adult Outcomes - Description
This is a Practice Description that is a promising practice for students with intellectual disabilities based on one methodologically sound single-subject study with two students with moderate intellectual disabilities.
-
MultiMedia Social Stories to Teach Knowledge of Adult Outcomes and Opportunities - Lesson
This is a Lesson Plan to teach students knowledge of adult outcomes and opportunities using multimedia social stories (MMSS).
-
-
One-More-Than Strategy - Counting Money - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based two methodologically sound single subject studies across 6 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability.
-
One-More-Than Strategy - Counting Money - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based two methodologically sound single subject studies across 6 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability.
-
One-More-Than Strategy - Purchasing Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on three methodologically sound single subject studies across 11 participants and a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 participants with disabilities. It is also a Promising Practice for students with autism and moderate intellectual disabilities based on one methodologically sound single subject study with 4 participants with disabilities.
-
One-More-Than Strategy - Purchasing Skills - Lesson1
Lesson plan to teach purchasing using "one more than" or "next dollar" strategy (Cihak & Grim, 2008)
-
One-More-Than Strategy - Purchasing Skills - Lesson1
Lesson plan to teach purchasing using "one more than" or "next dollar" strategy (Cihak & Grim, 2008)
-
One-More-Than Strategy - Purchasing Skills - Lesson2
Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)
-
One-More-Than Strategy - Purchasing Skills - Lesson2
Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)
-
-
One-More-Than Strategy - Purchasing Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on three methodologically sound single subject studies across 11 participants and a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 7 participants with disabilities. It is also a Promising Practice for students with autism and moderate intellectual disabilities based on one methodologically sound single subject study with 4 participants with disabilities.
-
One-More-Than Strategy - Purchasing Skills - Lesson1
Lesson plan to teach purchasing using "one more than" or "next dollar" strategy (Cihak & Grim, 2008)
-
One-More-Than Strategy - Purchasing Skills - Lesson1
Lesson plan to teach purchasing using "one more than" or "next dollar" strategy (Cihak & Grim, 2008)
-
One-More-Than Strategy - Purchasing Skills - Lesson2
Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)
-
One-More-Than Strategy - Purchasing Skills - Lesson2
Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)
-
-
Peer Directed Novel Question Training to Teach Conversation Skills - Description
This is a Practice Description that is a promising practice for students with autism based on one methodologically sound single-subject study across three participants with disabilities.
-
Peer Directed Novel Question Training to Teach Conversation Skills - Lesson Plan
This is a Lesson Plan to teach students communication books to ask novel peer-directed questions not found in the books.
-
-
Peer Network Interventions to Teach Social Engagement Skills - Description
This is a Practice Description that is a promising practice for students with autism spectrum disorder based on one methodologically sound single-subject study with four students with autism spectrum disorders.
-
Peer Network Interventions to Teach Social Engagement Skills - Lesson Plan
This is a Lesson Plan to teach social engagement/peer interaction skills during lunch time.
-
-
Progressive Time Delay - Functional Life Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on four methodologically sound single subject studies across 20 participants and a Research-Based Practice for students with moderate intellectual disabilities based on three methodologically sound single subject studies across 16 participants with moderate intellectual disabilities. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.
-
Progressive Time Delay - Functional Life Skills - Lesson1 - Crossing the Street
Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson1 - Crossing the Street
Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson2 - Public Telephone Usage
Lesson plan to teach phone use using progressive time delay (Collins, Stinson, & Land, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson2 - Public Telephone Usage
Lesson plan to teach phone use using progressive time delay (Collins, Stinson, & Land, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson3 - Reading Warning Labels
Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)
-
Progressive Time Delay - Functional Life Skills - Lesson3 - Reading Warning Labels
Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)
-
Progressive Time Delay - Functional Life Skills - Lesson4 - Selecting Lower Price
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
Progressive Time Delay - Functional Life Skills - Lesson4 - Selecting Lower Price
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
-
Progressive Time Delay - Functional Life Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on four methodologically sound single subject studies across 20 participants and a Research-Based Practice for students with moderate intellectual disabilities based on three methodologically sound single subject studies across 16 participants with moderate intellectual disabilities. It is also a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.
-
Progressive Time Delay - Functional Life Skills - Lesson1 - Crossing the Street
Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson1 - Crossing the Street
Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson2 - Public Telephone Usage
Lesson plan to teach phone use using progressive time delay (Collins, Stinson, & Land, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson2 - Public Telephone Usage
Lesson plan to teach phone use using progressive time delay (Collins, Stinson, & Land, 1993)
-
Progressive Time Delay - Functional Life Skills - Lesson3 - Reading Warning Labels
Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)
-
Progressive Time Delay - Functional Life Skills - Lesson3 - Reading Warning Labels
Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)
-
Progressive Time Delay - Functional Life Skills - Lesson4 - Selecting Lower Price
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
Progressive Time Delay - Functional Life Skills - Lesson4 - Selecting Lower Price
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
-
Progressive Time Delay - Purchasing Skills - Description
This is a Practice Description that is a Research-based Practice for students with disabilities based on two methodologically sound single subject studies across 8 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability and a Promising Practice for students with severe intellectual disability based on one methodologically sound single subject study with 4 participants with severe intellectual disability.
-
Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
-
Progressive Time Delay - Purchasing Skills - Description
This is a Practice Description that is a Research-based Practice for students with disabilities based on two methodologically sound single subject studies across 8 participants. It is also a Promising Practice for students with moderate intellectual disability based on one methodologically sound single subject study with 4 participants with moderate intellectual disability and a Promising Practice for students with severe intellectual disability based on one methodologically sound single subject study with 4 participants with severe intellectual disability.
-
Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries
Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)
-
-
Progressive Time Delay - Safety Skills - Description
This is a Practice Description that is a Research-Based Practice for students with moderate intellectual disabilities based on two methodologically sound single subject studies across 12 participants with moderate intellectual disabilities.
-
Progressive Time Delay - Safety Skills - Lesson 1 - Reading Labels
Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)
-
Progressive Time Delay - Safety Skills - Lesson 2 - Crossing the Street
Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)
-
-
Response Prompting - Food Preparation Skills - Description
Practice description for response prompting to teach food preparation skills. NSTTAC/NTACT
-
Response Prompting with Technology - Food Preparation and Cooking Skills-Lesson2
Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)
-
Response Prompting with Technology - Food Preparation and Cooking Skills-Lesson2
Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)
-
-
Response Prompting - Food Preparation Skills - Description
Practice description for response prompting to teach food preparation skills. NSTTAC/NTACT
-
Response Prompting with Technology - Food Preparation and Cooking Skills-Lesson2
Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)
-
Response Prompting with Technology - Food Preparation and Cooking Skills-Lesson2
Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)
-
-
Response Prompting - Grocery Shopping Skills - Description
Practice description for response promting to teach grocery shopping skills. NSTTAC/NTACT
-
Response Prompting - Grocery Shopping Skills - Lesson1
Lesson plan to teach grocery shopping within a budget using response prompting (Nietupski, Welch, & Wacker, 1983)
-
Response Prompting - Grocery Shopping Skills - Lesson2
Lesson plan to teach making and following a grocery shopping list using response prompting (Gaule, Neitupski, & Certo, 1985)
-
-
Response Prompting - Home Maintenance Skills - Description
Practice description for response prompting to teach home maintenance skills. NSTTAC/NTACT
-
Response Prompting - Home Maintenance Skills - Lesson1
Lesson plan to teach cleaning and laundry skills using response prompting (Cuvo, Davis, O'Reilly, Mooney, & Crowley, 1992)
-
Response Prompting - Home Maintenance Skills - Lesson2
Lesson plan to teach various home maintenance skills using response prompting with a Digivox (Mechling & Gast, 1997)
-
Response Prompting - Home Maintenance Skills - Lesson3
Lesson plan to teach laundry skills using response prompting (Taylor, Collins, Schuster, & Kleinart, 2002)
-
-
Response Prompting - Laundry Skills - Description
Practice description for response promting to teach laundry skills. NSTTAC/NTACT
-
Response Prompting - Laundry Skills - Lesson
Lesson plan to teach laundry skills using response prompting (Taylor, Collins, Schuster, & Kleinart, 2002)
-
-
Response Prompting - Leisure Skills - Description
This is a Practice Description that is a research-based practice for students with disabilities based on two methodologically sound single-subject studies across 9 participants with disabilities conducted by at least two different research teams and across three different geographical areas.
-
Response Prompting - Leisure Skills - Lesson
Lesson plan for choosing a leisure activity using response prompting (Nietupski et al., 1986)
-
-
Response Prompting - Purchasing - Description
Practice description for response prompting to teach purchasing skills. NSTTAC/NTACT
-
Response Prompting - Purchasing - Lesson
Lesson plan to teach grocery shopping within a budget using response prompting (Nietupski, Welch, & Wacker, 1983)
-
-
Response Prompting - Social Skills - Description
Practice description for response prompting to teach social skills. NSTTAC/NTACT
-
Response Prompting - Social Skills - Lesson
Lesson plan to reduce stereotypic behavior using response prompting. (Frea, 1997)
-
-
Response Prompting to Teach Travel Skills - Description
This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study with four students with moderate intellectual disabilities.
-
Response Prompting with a Personal Digital Assistant to Teach Travel Skills - Lesson
This is a Lesson Plan to teach safety skills using a Personal Digital Assistant (PDA)
-
-
Role Play to Teach Workplace Social Skills - Description
This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study with one student with moderate intellectual disability.
-
Role Play to Teach Workplace Social Skills - Lesson
This is a Lesson Plan to teach: (a) establishing and maintaining eye contact with adults during conversation; (b) waiting to speak until adults finish speaking; and (c) giving appropriate verbal responses to directions, feedback, or criticism.
-
-
Self-Management - Social Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with emotional behavioral disabilities based on one methodologically sound single subject study with 3 participants with emotional behavioral disabilities and a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.
-
Self-Management - Social Skills - Lesson
Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)
-
Self-Management - Social Skills - Lesson
Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)
-
-
Self-Management - Social Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on two methodologically sound single subject studies across 7 participants. It is also a Promising Practice for students with emotional behavioral disabilities based on one methodologically sound single subject study with 3 participants with emotional behavioral disabilities and a Promising Practice for students with severe intellectual disabilities based on one methodologically sound single subject study with 4 participants with severe intellectual disabilities.
-
Self-Management - Social Skills - Lesson
Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)
-
Self-Management - Social Skills - Lesson
Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)
-
-
Self-Monitoring - Functional Life Skills - Description
This Practice Description is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 11 students with disabilities.
-
Self-Monitoring - Functional Life Skills - Lesson - Leisure
Lesson plan to teach leisure skills using self-monitoring (Mahon et al., 1992)
-
-
Simulated Instruction and Video Modeling to Teach Selecting a Bus Stop - Description
This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on one methodologically sound single-subject study across three participants with disabilities.
-
Simulated Instruction and Video Modeling to Teach Selecting a Bus Stop - Lesson Plan
This a Lesson Plan to teach students to push a “request to stop bus signal” and exit a city bus in response to target landmarks.
-
-
Simulated Instruction to Teach Basic Finance Skills - Description
This is a Practice Description that is a research based practice for students with disabilities based on two methodologically sound single-subject studies across seven students with disabilities. It is also a promising practice for students with autism spectrum disorder based on one methodologically sound single- subject study with one student with autism spectrum disorder; a promising practice for students with mild intellectual disabilities based on one methodologically sound single- subject study with one student with mild intellectual disability; a promising practice for students with learning disabilities based on one methodologically sound single- subject study with three students with mild intellectual disabilities; and a promising practice for students with other health impairments based on one methodologically sound single- subject study with two students with other health impairments.
-
Simulated Instruction to Teach Purchasing with a Debit Card and Tracking Expenses - Lesson Plan
This is a Lesson Plan to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register.
-
Simulated Instruction to Teach Purchasing with a Debit Card and Tracking Expenses - Lesson Plan
This is a Lesson Plan to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register.
-
-
Simulated Instruction to Teach Basic Finance Skills - Description
This is a Practice Description that is a research based practice for students with disabilities based on two methodologically sound single-subject studies across seven students with disabilities. It is also a promising practice for students with autism spectrum disorder based on one methodologically sound single- subject study with one student with autism spectrum disorder; a promising practice for students with mild intellectual disabilities based on one methodologically sound single- subject study with one student with mild intellectual disability; a promising practice for students with learning disabilities based on one methodologically sound single- subject study with three students with mild intellectual disabilities; and a promising practice for students with other health impairments based on one methodologically sound single- subject study with two students with other health impairments.
-
Simulated Instruction to Teach Purchasing with a Debit Card and Tracking Expenses - Lesson Plan
This is a Lesson Plan to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register.
-
Simulated Instruction to Teach Purchasing with a Debit Card and Tracking Expenses - Lesson Plan
This is a Lesson Plan to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register.
-
-
Simulations - Banking - Description
This is a Practice Description that is a research-based practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across 8 participants with disabilities conducted by at least two different research teams and across three different geographical areas.
-
Simulations - Banking - Lesson
Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)
-
-
Simulations - Purchasing Skills - Description
Practice description for simulation to teach purchasing skills. NSTTAC/NTACT
-
Simulations - Purchasing Skills - Lesson1 - ATM
Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)
-
Simulations - Purchasing Skills - Lesson2 - Grocery
Lesson plan to teach grocery shopping using simulation (Mechling, Gast, & Langone, 2002)
-
-
Simultaneous Prompting - Functional Skills - Description
Practice description for using simultaneous prompting to teach functional life skills. NSTTAC/NTACT
-
Simultaneous Prompting - Functional Skills - Lesson - Locker
Lesson plan to teach opening a locker using simultaneous prompting (Fetko, Schuster, Harley, & Collins, 1999)
-
-
Simultaneous Prompting and Constant Time Delay to Teach Solitaire - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across five students with disabilities.
-
Simultaneous Prompting and Constant Time Delay to Teach Solitaire - Lesson Plan
This is a Lesson Plan to teach students to play solitaire, thereby increasing leisure skills.
-
-
Simultaneous Prompting to Teach Restaurant Sight Words - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across four participants with disabilities.
-
Simultaneous Prompting to Teach Restaurant Sight Words - Lesson Plan
This is a Lesson Plan that is a Promising Practice to teach students to read and classify restaurant sight words.
-
-
System of Least Prompts to Teach Functional Digital Literacy Skills - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound single-case study across three participants.
-
System of Least Prompts to Teach Functional Digital Literacy Skills - Lesson Plan
This is a Lesson Plan that is a Promising Practice to teach students to send emails, receive emails, bookmark webpages, access bookmarked webpages, and use cloud storage to upload and download documents.
-
-
Total Task Chaining - Functional Life Skills - Description
This is a Practice Description that is a Research-Based Practice for students with disabilities based on four methodologically sound single subject studies across 16 participants with disabilities.
-
Video Modeling - Food Preparation and Cooking Skills - Description
This Practice Description is a research-based practice for students with disabilities based on six methodologically sound single-subject studies across 23 participants with disabilities; a research-based practice for students with intellectual disability based on four methodologically sound single-subject studies across 17 participants with intellectual disability; and a research-based practice for students with autism based on two methodologically sound single-subject studies across six participants with autism.
-
Video Modeling - Food Preparation and Cooking Skills - Lesson1 - Cooking
Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)
-
Video Modeling - Food Preparation and Cooking Skills - Lesson2 - Kitchen Safety and Cooking
Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)
-
-
Video Modeling to Teach Fine Motor Tasks
This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities and it is also a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is a promising practice as well, for students with autism based on one methodologically sound single-subject student across 3 students with autism.
-
Video Modeling to Teach Fine Motor Tasks
This is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 participants with disabilities and it is also a research-based practice for students with moderate disabilities based on two methodologically sound single-subject studies across six students with moderate intellectual disabilities. It is a promising practice as well, for students with autism based on one methodologically sound single-subject student across 3 students with autism.
-
Video Modeling to Teach Home Maintenance Skills - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on eight methodologically sound single-subject studies across 31 participants conducted by at least three research teams with no overlapping authors at three different institutions. It is also an evidence-based practice for students with intellectual disability based on eight methodologically sound single-subject studies across 25 participants with intellectual disability conducted by at least three research teams with no overlapping authors at three different institutions; and a research-based practice for students with autism based on four methodologically sound single-subject studies across six participants with autism.
-
Video Modeling - Home Maintenance Skills - Lesson1 - Cooking
Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson1 - Cooking
Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson2 - Safety
Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson2 - Safety
Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)
-
-
Video Modeling to Teach Home Maintenance Skills - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on eight methodologically sound single-subject studies across 31 participants conducted by at least three research teams with no overlapping authors at three different institutions. It is also an evidence-based practice for students with intellectual disability based on eight methodologically sound single-subject studies across 25 participants with intellectual disability conducted by at least three research teams with no overlapping authors at three different institutions; and a research-based practice for students with autism based on four methodologically sound single-subject studies across six participants with autism.
-
Video Modeling - Home Maintenance Skills - Lesson1 - Cooking
Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson1 - Cooking
Lesson plan to teach cooking using video modeling (Mechling & Stephens, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson2 - Safety
Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)
-
Video Modeling - Home Maintenance Skills - Lesson2 - Safety
Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)
-
-
Video Modeling to Teach iPod and iPhone Use - Description
This is a Practice Description that is a promising practice for students with moderate intellectual disabilities based on two methodologically sound single-subject studies across six participants with disabilities.
-
Video Modeling to Teach iPod Use - Lesson Plan
This is a Lesson Plan to teach students to accurately and independently use an iPod for playing/viewing music, movies, and photos.
-
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
The Self-Advocacy and Conflict Resolution Training to Teach Self-Advocacy Skills - Description
This is a Practice Description that is a promising practice for students with disabilities based on one methodologically sound single-subject study with three students with disabilities. This is also a promising practice for students with learning disabilities based on one methodologically sound single-subject study with two students with learning disabilities.
-
Whose Future is it Anyway? to Increase Self-Determination Skills - Description
This is a Practice Description that is an evidence-based practice for students with disabilities based on two methodologically sound group studies with random assignment across 457 participants; for students with learning disabilities based on two methodologically sound group studies with random assignment across 296 participants with learning disabilities; and for students with intellectual disabilities based on two methodologically sound group studies with random assignment across 126 participants with intellectual disabilities.
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Computer Assisted Instructon - Student Focused Planning - Description
Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT
-
Computer Assisted Instruction - Student Focused Planning - Lesson - SAS
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
-
Person-Centered Planning to Teach Future Expectations - Practice Description
This is a Practice Description that is a Promising Practice for students with disabilities based on one methodologically sound group experimental study across 47 participants.
-
Person-Centered Planning to Teach Future Expectations - Lesson Plan
This is a Lesson Plan to teach students to increase self-determination skills including goal-setting, communication skills, and self-advocacy.
-
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
-
Self-Advocacy Strategy - Student Participation in IEP - Description
This is a Practice Description that is a research-based practice for students with disabilities based on three methodologically group experimental studies with random assignment and three methodologically sound single-subject studies across 71 students with disabilities and also s a research-based practice for students with learning disabilities based on three methodologically sound group experimental studies with random assignment and two methodologically sound single-subject studies across 56 students with learning disabilities.
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson1
Lesson plan to increase IEP participation using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson2 - Multimedia
Lesson plan to teach IEP meeting participation using an interactive multimedia version of the Self-Advocacy strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Self-Advocacy Strategy - Student Participation in IEP - Lesson3
Lesson plan to increase IEP meeting participation using the Self-Advocacy strategy (VanReusen & Bos, 1994)
-
-
-
Collapse Folder
-
Collapse Folder
-
Collapse FolderGraduation
-
Academic Support and Enrichment - Dropout Prevention - Description
Practice Description for providing academic support and enrichment for students at risk of dropping out of school.
-
Accelerated Middle School - Staying and Progressing in School - Description
Practice Description for the Accelerated Middle Schools program for staying and progressing in school.
-
Assigning Adult Advocate - Dropout Prevention - Description
Practice Description for assigning an adult advocate for students at risk of dropping out of school.
-
Career Academies - School Completion - Description
Practice Description for Career Academies for school completion
-
Check and Connect - Staying and Progressing in School - Description
Practice Description for Check and Connect program for staying and progressing in school.
-
High School Redirection - Staying in School - Description
Practice Description for High School Redirection Program for staying in school.
-
Job Corps - School Completion - Description
Practice Description for the Job Corps program for school completion.
-
JOBSTART - School Completion - Description
Practice Description for the JOBSTART program for school completion.
-
Social and Behavior Intervention Programs - Dropout Prevention - Description
Practice Description for social and behavioral interventions as a dropout prevention strategy.
-
Talent Search - School Completion - Description
Practice Description for the Talent Search program for school completion.
-
Twelve Together - Staying in School - Description
Practice Descritpion for the Twelve Together program for styaing in school.
-
-
Collapse FolderPost-school Success
-
Collapse FolderEducation
-
Career Awareness - Post-school Outcomes - Predictor Description
Definition and characteristics of Career Awareness which is associated with improved post-school outcomes
-
High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description
Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes
-
Inclusion in General Education - Post-school Outcomes - Predictor Description
Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes
-
Interagency Collaboration - Competitive Employment - VR Practice Description
Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes
-
Occupational Courses - Post-school Outcomes - Predictor Description
Definition and characteristics of Occupational Courses which is associated with improved post-school outcomes
-
Paid Work - Post-school Outcomes - Predictor Description
Definition and characteristics of Paid Work which is associated with improved post-school outcomes
-
Parent Expectations - Post-school Outcomes - Predictor Description
Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes
-
Self-Care Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes
-
Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description
Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes
-
Social Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Social Skills which is associated with improved post-school outcomes
-
Student Support - Post-school Outcomes - Predictor Description
Definition and characteristics of Student Support which is associated with improved post-school outcomes
-
Transition Program - Post-school Outcomes - Predictor Description
Definition and characteristics of Transition Program which is associated with improved post-school outcomes
-
Vocational Education - Post-school Outcomes - Predictor Description
Definition and characteristics of Vocational Education which is associated with improved post-school outcomes
-
Youth Autonomy and Decision Making
Definition and characteristics of Youth Autonomy and Decision Making which is associated with improved post-school outcomes
-
-
Collapse FolderEmployment
-
Career Awareness - Post-school Outcomes - Predictor Description
Definition and characteristics of Career Awareness which is associated with improved post-school outcomes
-
Community Experiences - Post-school Outcomes - Predictor Description
Definition and characteristics of Community Experiences which is associated with improved post-school outcomes
-
High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description
Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes
-
Inclusion in General Education - Post-school Outcomes - Predictor Description
Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes
-
Interagency Collaboration - Competitive Employment - VR Practice Description
Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes
-
Occupational Courses - Post-school Outcomes - Predictor Description
Definition and characteristics of Occupational Courses which is associated with improved post-school outcomes
-
Paid Work - Post-school Outcomes - Predictor Description
Definition and characteristics of Paid Work which is associated with improved post-school outcomes
-
Parent Expectations - Post-school Outcomes - Predictor Description
Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes
-
Parent or Family Involvement - Post-school Outcomes - Predictor Description
Definition and characteristics of Parent and Family Involvement which is associated with improved post-school outcomes
-
Program of Study - Post-school Outcomes - Predictor Description
Definition and characteristics of Program of Study which is associated with improved post-school outcomes
-
Self-Care Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes
-
Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description
Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes
-
Social Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Social Skills which is associated with improved post-school outcomes
-
Student Support - Post-school Outcomes - Predictor Description
Definition and characteristics of Student Support which is associated with improved post-school outcomes
-
Transition Program - Post-school Outcomes - Predictor Description
Definition and characteristics of Transition Program which is associated with improved post-school outcomes
-
Travel Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Travel Skills which is associated with improved post-school outcomes
-
Vocational Education - Post-school Outcomes - Predictor Description
Definition and characteristics of Vocational Education which is associated with improved post-school outcomes
-
Work Study - Post-school Outcomes - Predictor Description
Definition and characteristics of Work Study which is associated with improved post-school outcomes
-
Youth Autonomy and Decision Making
Definition and characteristics of Youth Autonomy and Decision Making which is associated with improved post-school outcomes
-
-
Collapse FolderIndependent Living
-
Inclusion in General Education - Post-school Outcomes - Predictor Description
Definition and characteristics of Inclusion in General Education which is associated with improved post-school outcomes
-
Paid Work - Post-school Outcomes - Predictor Description
Definition and characteristics of Paid Work which is associated with improved post-school outcomes
-
Self-Care Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes
-
Social Skills - Post-school Outcomes - Predictor Description
Definition and characteristics of Social Skills which is associated with improved post-school outcomes
-
Student Support - Post-school Outcomes - Predictor Description
Definition and characteristics of Student Support which is associated with improved post-school outcomes
-
Collapse FolderFamily Expectations
-
Training Modules to Promote Parent Involvement - Description
This Practice Description is a research-based practice for parents of students with disabilities based on one methodologically sound group experimental study with random assignment across 30 parents of students with disabilities, one methodologically sound group experimental study with non-random assignment across 29 parents of students with disabilities, and one methodologically sound single-subject study across 12 parents of students with disabilities.
-
-
-
Collapse Folder
-
Collapse FolderData Analysis & Use