Transition Planning LogoTransition Planning

Video Overview

A Birth to Adult View of Transition Education and Services, is a research-based flow-chart of considerations for transition education and services, as well as possible outcome measures along the way from birth until after high school, developed by The Early Childhood Transition Assistance Center and NTACT.

Quality transition planning is student centered and student driven. The initial step is gathering information regarding a students’ current strengths, needs, preferences, and interests in the context of “of current and future working, educational, living, and personal and social environments”, (Sitlington, Neubert, and Leconte, 1997). Age Appropriate Transition Assessment Toolkit.

The Summary of Performance is required (IDEA, 2004) and intended to provide a student with a summary of their academic and functional performance to assist the young person in accessing services and resources to achieve their postsecondary goals. An Annotated Bibliography on the Summary of Performance, and  a couple of examples of SOP forms (Example 1 and Example 2) provide more information on this important aspect of the transition planning process.

Arrow pointing down saying Transition Assessment
  • A process of collecting data from informal or formal assessments of students strengths, needs, preferences and Interests over time from multiple stakeholders regarding (a} academic skills, (b) career interests and aptitudes, (c) self-determination skills and opportunities, and (d) independent living skills.
  • These data can be collected in a portfolio format and follow a student throughout his/her career-facilitating multiple transitions.
Arrow pointing down saying Postsecondary Goals
  • Training / Education
  • Employment
  • Independent living
  • The measurable goals are b3Sed on the transition assessment data and knowledge of postsecondary options and the input of the entire educational planning team, including the student
Arrow pointing down saying Instruction, Services
  • Identification of Transition Services or Activities (including courses of study) that \Viii prep-are the student for their identified postsecondary goals.
  • Identification of annual instructional goals {IEP Goals} that \Viii support the transition services or completion of the courses of study to prepare the student to achieve their identified postsecondary goals.
  • Involvement of additional agencies or stake holders who can assist in facilitating the successful transition from high school to postsecondary environments.
  • Again, students are central to the decisions made regarding needed services of activities, including course completion or career development activities in school or out of school that will facilitate achievement of their postsecondary goals.

 

The Taxonomy for Transition Programming 2.0 (Kohler, Gothberg, Fowler, & Coyle, 2016) is strategic framework for secondary transition that incorporates the latest literature regarding predictors of post-school success, strategies to increase graduation and reduce dropout, and effective vocational rehabilitation services focused on fostering successful transition of students and youth with disabilities in college, careers, and their communities. The model continues to include five primary practice categories: Student Focused Planning, Student Development, Interagency Collaboration, Family Engagement, and Program Structure.

Crosswalk of CCR & Taxonomy 2.0: This document depicts the intersection of a college and career readiness framework for students with disabilities (Morningstar, Lombardi, Fowler, & Test, 2015) and the Taxonomy for Transition Programming 2.0. The content may assist educators and other stakeholders as they conceptualize how skills and components critical to successful transition to college and career for students with disabilities fit into transition education and services. This information is useful for state and local educators, state and local vocational rehabilitation staff, families, and other relevant stakeholders to help ensure the transition programming they plan and implement supports students with disabilities to gain the skills they need for postsecondary success.

Predictors of Post-School Success in Taxonomy 2.0: This graphic indicates how the predictors of post-school success for students with disabilities (Test, et al., 2009) are represented within the categories and sub-categories of the Taxonomy for Transition Programming 2.0 . The content may increase stakeholders in transition planning as they articulate which effective transition practices and predictors apply to each category of transition education and services. This information is useful for state and local educators, state and local vocational rehabilitation staff, families, and other relevant stakeholders as they identify strategies, tasks, and effective practices while engaging in planning to build program capacity.

The student is the central player in each phase of the process. The IEP team and contributors to the transition assessment process MAY include the student, family, general and special education professional familiar with the student, related service providers (e.g., behavioral interventionist, occupational therapist, physical therapist, speech-language pathologist), other school personnel (e.g., graduation coach, school counselor), community service providers (e.g., community integration specialist, employment specialist, vocational rehabilitation counselor), representatives of postsecondary environments (e.g., disability services coordinator, vocational rehabilitation counselor), or any other individual significant to the seamless transition from the school to post-school environment. All of these individuals may not always be involved in the IEP meeting, but might be included in the process of collecting information in preparation for the IEP meeting to discuss transition. Additionally, while most States do not require that transition be discussed in the IEP meeting until ages 14, 15, or 16 (the federal mandate is age 16), it is permissible for this to be discussed at any age.

Additional transition assessment resources are with the Transition Coalition at the University of Kansas here: Transition Assessment Reviews. Also online modules on aspects of transition planning, including transition assessment can be accessed through the Transition Coalition's Online Modules and Mini Modules. These instructional resources may be useful for middle and secondary educators and other school-based service providers, as well as community service providers such as vocational rehabilitation counselors and family members.

The Individuals with Disabilities Education Act (IDEA, 2004) mandates specific documentation of transition planning and services in the Individual Education Program (IEP) for students with disabilities ages 16 and older. (The mandated age for transition planning and services is younger than 16 in many states and territories.) The U.S. Department of Education’s Office of Special Education Programs (OSEP) collects data from every state education agency regarding compliance with these mandates annually through the States’ Annual Performance Report for Part B – specifically Indicator 13.

Student Case Study Examples & Non-Examples

 "Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority." (20 U.S.C. 1416(a)(3)(B))

The most current guidance on this and all SPP/APR Indicators is available at OSEP's website to support the State Performance Plan. The National Secondary Transition Technical Assistance Center (NSTTAC) developed an Indicator Checklist, in consultation with the OSEP in 2006 and updated it in 2009 and 2012. This checklist is not required, but offers states and districts an OSEP-approved resource for data collection and use.

Indicator 13 Checklist Form A

This form is designed to meet the minimum requirements for collecting and reporting data on Indicator 13 of the Part B State Performance Plan and Annual Performance Report. It allows a school, district, or state to review the data for each item simultaneously across all postsecondary goal areas.

Indicator 13 Checklist Form B

This multiple column form meets the requirements for collecting and reporting data on Indicator 13, allows a school, district, or state to more deeply analyze professional development and program change needs by providing data on each item for each postsecondary goal area

Indicator 13 Checklist Fillable Form

There are numerous resources for engaging students in the process of planning for their future and there are evidence- and research-based practices for teaching them how to lead their IEP meetings. See the below resources to get started!

NTACT has identified several effective practices to teach student participation in the IEP planning and implementation process. Additionally, the IEP team will implement instruction and other transition services and activities to facilitate a student's attainment of their postsecondary goals. This instruction and activities should be implemented using effective practices, based upon the best available research evidence when possible. The Effective Practices Matrix provides an organization of the practices and related lesson plan starters identified by NTACT to support the Transition Planning Process and implementation of Transition Services, as well as efffective practices focused on Graduation and Post-School Success.

Effective Practices for Transition Planning, Education, and Services

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        • Anchored Instruction to Teach Math - 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 602 participants with disabilities; for students with learning disabilities based on three methodologically sound group experimental studies with random assignment studies across 127 students with learning disabilities; for students with intellectual disability based on two methodologically sound group experimental studies with random assignment across 138 students with intellectual disability; and for students with other health impairment based on two methodologically sound group experimental studies with random assignment across 174 students with other health impairment. 

          • 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 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.  

        • Cover, Copy, Compare to Teach Math Skills - Description

          This 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. 

        • 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. 

        • 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 - Description

          This Practice Description is an evidence-based practice for students with disabilities based on six methodologically sound group studies with random assignment across 185 students with disabilities and three methodologically sound single-subject studies across 12 students with disabilities, as well as an evidence-based practice for students with learning disabilities based on six methodologically sound group studies with random assignment across 169 students with learning disabilities and two methodologically sound single-subject studies across nine students with learning disabilities.  It is also a research-based practice for students with intellectual disabilities based on one methodologically sound group study with random assignment across 13 participants with intellectual disability and one methodologically sound single-subject study across three students with intellectual disabilities.

          • Graphic Organizer - Reading - Lesson1 - Expository Text

            This Lesson Plan is to teach comprehension of expository text using a graphic organizer. 

          • Graphic Organizer - Reading - Lesson2 - Story

            This Lesson Plan is to teach comprehension of a story using a story map (graphic organizer). 

        • 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 Mathematical Problem Solving - Description

          This Practice Description is an evidence-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 57 students with disabilities, and three methodologically sound single-subject studies across 18 students with disabilities.  It is also an evidence-based practice for students with learning disabilities based on one methodologically sound group experimental study with random assignment across 57 students with learning disabilities and three methodologically sound single-subject studies across 12 students with learning disabilities.

          • 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. 

        • 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

        • 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 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).

        • 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. 

        • 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.

        • 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.

        • 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.

        • 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.

        • Strategy Instruction to Teach Math - Description

          This is a Practice Description and is an evidence-based practice for students with disabilities based on two methodologically sound group studies with random assignment across 156 students with disabilities and seven methodologically sound single-subject studies across 35 students with disabilities by at least three research teams with no overlapping authors at three different institutions.  It is also an evidence-based practice for students with learning disabilities based on two methodologically sound group experimental studies across 156 students with learning disabilities and six methodologically sound single-subject studies across 28 students with learning disabilities by at least three research teams with no overlapping authors at three different institutions.  

          • Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson

            Lesson plan for teaching students how to solve and check multiple step math equations. 

        • 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. 

        • 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.

        • 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)

        • 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)

        • 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 - 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 - 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.

        • 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 - 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 - 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 - Job Skills - Description

          Practice description for least to most prompting to teach job specific skills. NSTTAC/NTACT

        • 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

        • 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.

        • Simulation - Social Skills - Lesson1

          This Lesson Plan is to teach students vocational social 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)

        • 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.

        • 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.

        • 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.

        • 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.

        • 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 - 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)

        • 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)

        • Self-Directed IEP - Student Participation in IEP - Lesson

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

        • 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 - 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 - 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, 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 - 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 - 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)

        • 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 - 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 - 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 - 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 - Lesson3

            Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 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 - 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 - 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)

        • 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)

        • 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 - Counting Money - Lesson

            Lesson plan to teach money counting use "one more than" strategy (Colyer & Collins, 1996)

        • 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 - Lesson

            Lesson plan to teach money counting use "one more than" strategy (Colyer & Collins, 1996)

        • 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)

        • 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 - 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 - 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 - 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 - 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)

        • 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) 

        • 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)

        • 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 - 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)

        • 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.

        • 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 - 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)

    • 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. 

      • 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

      • 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

      • 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

        • 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. 

Transition Toolkit

  • Transition Fair Toolkit
    This toolkit guides a school or community team to plan, implement, and evaluate a Transition Fair for students and their families, including reproducible documents.

Academic Skills

Employment Skills

  • Competitive Integrated Employment Toolkit
    The CIE Toolkit has been developed as a framework to assist state and local teams in collaboratively implementing transition services to improve post school employment outcomes for students with disabilities.

Type of Work Based Learning Experience (WBLE)

Definition

Career Exploration

Career Exploration involves visits by youth to workplaces to learn about jobs and the skills required to perform them. Visits and meetings with employers and people in identified occupations outside of the workplace are also types of career exploration activities from which youth can learn about jobs and careers." (Luecking, 2009, p.l3)

Job Shadowing

"Job Shadowing is extended time, often a full workday or several workdays, spent by a youth in a workplace accompanying an employee in the performance of his or her daily duties." (Luecking, 2009, pg.l3)

Job Sampling / Work Sampling

"Work Sampling is work by a youth that does not materially benefit the employer but allows the youth to spend meaningful time in a work environment to learn aspects of potential job task and "soft skills" required in the workplace." (Luecking, 2009,p. l3)

Service Learning

"Service Learning is hands-on volunteer service to the community that integrates with course objectives. It is astructured process that provides time for reflection on the service experience and demonstration of the skills and knowledge required." (Luecking, 2009, p. l3)

Internships

 "Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks." (Luecking, 2009, p.l3)

Apprenticeships

 "Apprenticeships are formal, sanctioned work experiences of extended duration in which an apprentice learns specific occupational skills related to a standardized trade, such as carpentry, plumbing, or drafting. Many apprenticeships also include paid work components." (Luecking, 2009, p.l3)

Paid Employment

 "Paid Employment may include existing standard jobs in acompany or customized work assignments that are negotiated with an employer, but these jobs always feature a wage paid directly to the youth. Such work may be scheduled during or after the school day. It may be integral to a course of study or simply a separate adjunctive experience." (Luecking, 2009,p.l3)

Mentoring

"Mentoring is a person who through support, counsel, friendship, reinforcement and constructive example helps another person, usually a young person, to reach his or her work and life goals. Mentoring relationships provide valuable support to young people, especially those with disabilities, by offering not only academic and career guidance, but also effective role models for leadership, interpersonal and problem-solving skills."(Office of Disability Employment Policy, 20 12)

Life Skills

Self-Determination and Youth Leadership Development

Self-Advocacy and Conflict Resolution Strategies...made easy!

  • Self-Advocacy and Conflict Resolution Strategies...made easy!
    This website includes information on the differences between high school and college (e.g., law, documentation, instructional differences, etc.), relevant literature supporting the importance of and need for self-advocacy in postsecondary educational settings, resources - including lesson plans, scripted notecards, sample powerpoints, data collection sheets, operational definitions of the target behaviors, and training videos.

Collaborative Planning and Services

Collaborative planning includes examining data as a stakeholder group to identify needs, priorities, and develop an action plan. NTACT provides a toolkit for hosting a Transition Planning Institute for district level teams to engage in such planning. Access the Transition Institute Toolkit. Additionally, sustaining leadership for improving transition education and services at the state or local level can be a challenge. A change in leadership can prove to be a barrier to forward movement. Please view our Team Leader Sustainability Toolkit for resources.

For resources and guidance regarding the role of related service providers in transition planning see the Archived Webinars for occupational therapists, physical therapists, and speech language pathologists. A Guide to Developing Collaborative School-Community-Business Partnerships

Family Engagement

  • A Parent's Guide to Age of Majority
    This links to resources developed by the Center for Parent Information and Resources in partnership with NTACT and others, intended to assist families making decisions with their transition-age child.

 

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