Evidence-Based Practices badgeEvidence-Based Practices and Predictors

Resource List

        • 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.

        • 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 - Lesson1 - Science Vocabulary

            This lesson plan starter if to use mnemonics to learn definitions of science terms

          • Mnemonics to Teach - Lesson2 - Minerals

            This lesson plan starter is to use mnemonics to teach mineral hardness levels

        • 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. 

        • 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 - 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.

        • 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.

        • 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.

        • 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

        • 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.

        • 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-Directed IEP - Student Participation in IEP - Lesson

          Lesson plan for using Self-Directed IEP curriculum  (Allen et al., 2002)

        • 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

            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)

        • 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.

        • 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-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 - Lesson

            Lesson plan for using Self-Directed IEP curriculum (Allen et al., 2002) 

        • 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)

        • 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 - 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)

        • 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)

        • 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 - Lesson2 - Safety

            Lesson plan to teach fire safety in the kitchen and cooking using video modeling (Mechling, Gast, & Gustofson, 2009)

        • 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.

        • 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.

        • 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)