Research-Based Practices imageResearch-Based Practices and Predictors

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        • 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 Reading Skills - Description

          This Practice Description is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 19 students with disabilities.  It is also a research-based practice for students with emotional and behavioral disabilities based on three methodologically sound single-subject studies across 12 students with emotional and behavioral disabilities.  

        • Graduated Sequence of Instruction to Teach Math - Description

          This Practice Description is a research-based practice for students with disabilities based on one methodologically sound group comparison study with non-random assignment across 50 students with disabilities and four methodologically sound single-subject studies across 13 students with disabilities, as well as a research-based practice for students with learning disabilities based on one methodologically sound group comparison study with non-random assignment across 42 students with learning disabilities and four methodologically sound single-subject studies across nine students with learning disabilities.

          • 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 - 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 - Geometry - Lesson - Area

            Lesson plan to teach geometry - area - using geoboard. 

          • Graduated Sequence of Instruction - Geometry - Lesson - Perimeter

            Lesson planto teach geometry - perimeter - using geoboard. 

        • 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 Reading - Lesson1 - Vocabulary

            Lesson plan to teach students to read vocabulary words.

          • Peer Tutoring to Teach Reading - Lesson2 - Fluency

            Lesson plan to teach students to read a text with improved fluency making very few errors.

        • 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).

        • 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.

        • 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.

        • 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 - Description

          This Practice Description is a research-based practice for students with disabilities based on three methodologically sound single-subject studies across 10 students with disabilities. It 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 and one methodologically sound single subject study across three students with learning disabilities and other health impairment. 

          • Self-Monitoring to Teach Story Elements - Lesson

            This lesson plan starter is to teach students to identify story elements.

        • 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).

        • 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. 

        • 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.

        • 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)

        • 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)

        • 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.

        • Interagency Collaboration - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of interagency collaboration 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)

        • Self-Management Instruction - Job Skills - Description

          Practice description for self-management to teach job specific skills

        • 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 - Lesson2

            Lesson plan to teach communication skills on the job using simulation (Heller, Allgood, Ware, & Castelle, 1996)

        • Supported Employment - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Supported Employment identified by the RRTC-EBP-VR.

        • Targeted Group - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Targeted Group identified by the RRTC-EBP-VR.

        • Published Curricula - Student Focused Planning - Description

          Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT

        • 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 - 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.

        • 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

        • 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 Practice Description that 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 - Banking Skills - Lesson - Withdrawing Money

            Lesson plan to each withdrawing money from an ATM using community based instruction (Alberto et al., 2005)

        • 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 - 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 - 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, 2002)

        • 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 - 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)

        • 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)

        • 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 - Lesson - Using Dual Communication Board
        • 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 - 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 - 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 - 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 cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2002)

          • 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)

        • 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 - Lesson2

            Lesson plan to teach purchasing using "one more than" strategy with a cents pile modification (Denny & Test, 1995)

        • 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 - 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 - 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 - 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 - 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 - 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)

        • 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-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) 

        • 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)

        • 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)

        • 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.

          • Total Task Chaining - Functional Life Skills - Lesson1

            Lesson plan teaching laundromat use using total task chaning (McDonnell & McFarland, 1988)

          • Total Task Chaining - Functional Life Skills - Lesson2

            Lesson plan teaching leisure skills using total task chaining (Vandercook, 1991)

        • 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 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-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)

    • 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.

    • 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. 

      • 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

      • 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

      • 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

      • 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

      • 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

      • 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

      • 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

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

        • 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.