Research to Practice Lesson Plan Starter Library

Student-Focused Planning

IEP Development, Student Participation, and Planning Strategies

IEP Meeting Involvement

1. IEP Meeting Participation Using Choicemaker Self-Directed IEP (1)

   Allen, S., Smith, A., Test, D., Flowers, C., & Wood, W.(2002). The effects of .self-
   directed. IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120.

   http://www.nsttac.org/LessonPlanLibrary/1_and_8.pdf

2. IEP Meeting Involvement Using Person-Centered Planning

   Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on
   the IEP/transition planning process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.

   http://www.nsttac.org/LessonPlanLibrary/2_27_35.pdf

3. Transition Planning Involvement Using Take Charge for the Future

   Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A.
   (2001). TAKE CHARGE for the Future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-104.

   http://www.nsttac.org/LessonPlanLibrary/3_29_33.pdf

4. IEP Meeting Participation Using Self-Advocacy Strategy (1)

   VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student
   participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.

   http://www.nsttac.org/LessonPlanLibrary/4_7_37_41.pdf

Self-Advocacy Strategy

5. IEP Meeting Participation Using Self-Advocacy Strategy (2)

   Lancaster, P. E., Schumaker, J., & Deshler, D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277-302.

   http://www.nsttac.org/LessonPlanLibrary/5.pdf

6. IEP Meeting Participation Using Self-Advocacy Strategy (3)

   VanReusen, A. K. & Bos, C. S. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466-475.

   http://www.nsttac.org/LessonPlanLibrary/6.pdf

7. IEP Meeting Participation Using Self-Advocacy Strategy (1)

   VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.

   http://www.nsttac.org/LessonPlanLibrary/4_7_37_41.pdf

Self-Directed IEP

8. IEP Meeting Participation Using Choicemaker Self-Directed IEP (1)

   Allen, S., Smith, A., Test, D., Flowers, C., & Wood, W.(2002). The effects of .self-
   directed. IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120.

   http://www.nsttac.org/LessonPlanLibrary/1_and_8.pdf

Student Development

Life Skills Instruction

Leisure Skills

9. Choice Making in Leisure Skills

   Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Self-initiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the Mentally Retarded, 21, 259-264.

   http://www.nsttac.org/LessonPlanLibrary/10_22.pdf

10. Leisure Skills (Bowling, Pinball)

    Vandercook, T. (1991). Leisure instruction outcomes: Criterion performance, positive interactions, and acceptance by typical high school peers. The Journal of Special Education, 25, 320-339.

    http://www.nsttac.org/LessonPlanLibrary/11.pdf

11. Leisure Game Skills

    Wall, M.E., Gast, D.L., & Royston, P.A. (1999). Leisure skills instruction for adolescents with severe or profound developmental disabilities. Journal of Developmental and Physical Disabilities, 11,193-219.

    http://www.nsttac.org/LessonPlanLibrary/12.pdf

Social Skills

12. Social Communication Skills at Lunch and Dinner

    Embregts, J.C.M. (2000).Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation. Research in Developing Disabilities, 21, 409-423.

    http://www.nsttac.org/LessonPlanLibrary/13.pdf

13. Communication Skills

    Lamb, S. J., Bibby, P. A., & Wood, D. J. (1997): Promoting the communication skills of children with moderate learning difficulties. Child Language Teaching and Therapy, 13, 261-78.

    http://www.nsttac.org/LessonPlanLibrary/14.pdf

14. Game Related Social Skills

    Moore, R. J., Cartleledge, G., & Heckaman, K. (1995). The effects of social skill instruction and self-monitoring on game-related behaviors of adolescents with emotional or behavioral disorders. Behavioral Disorders, 20, 253-266.

    http://www.nsttac.org/LessonPlanLibrary/15.pdf

15. Everyday Conversational Skills

    Plienis, A. J., Hansen, D. J., Ford, F., & Smith, S. (1987). Behavioral small group training to improve the social skills of emotionally-disordered adolescents. Behavior Therapy, 12, 17-32.

    http://www.nsttac.org/LessonPlanLibrary/16.pdf

Self-Determination Skills

16. Self-Determination Component Skills

    Abery, B., Rudrud, L., Arndt, K., Schauben, L., & Eggebeen, A. (1995). Evaluating a multicomponent program for enhancing the self-determination of youth with disabilities. Intervention in School and Clinic, 30, 170-179.

    http://www.nsttac.org/LessonPlanLibrary/17.pdf

17. Self-Knowledge, Communication, Life Skills, and Goal Setting

    Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-determination in young adults with autism. Focus on Autism and Other Developmental Disabilities, 14, 42-52.

    http://www.nsttac.org/LessonPlanLibrary/18.pdf

18. Self-Determination for Secondary School Students

    Hoffman, A., & Field, S. (1995). Promoting self-determination through effective curriculum development. Intervention in School and Clinic, 30, 134-141.

    http://www.nsttac.org/LessonPlanLibrary/19.pdf

Choice Making

19. Choice Making for Students with Severe Disabilities

    (1) Browder, D. M., Cooper, K. J., & Lim, L. (1998). Teaching adults with severe disabilities to express their choice of settings for leisure activities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 228-238.

    http://www.nsttac.org/LessonPlanLibrary/20.pdf

20. Choice Making in Residential Preferences

    Foxx, R. M., Faw, G. D., Taylor, S., Davis, P. K., & Fulia, R. (1993). Would I be able to? Teaching clients to assess the availability of their community living life style preferences. American Journal on Mental Retardation, 98, 235-248.

    http://www.nsttac.org/LessonPlanLibrary/21.pdf

21. Choice Making in Leisure Skills

    Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Self-initiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the Mentally Retarded, 21, 259-264.

    http://www.nsttac.org/LessonPlanLibrary/10_22.pdf

22. Choice Making and Turn-Taking

    Sigafoos, J., Roberts, D., Couzens, D., Kerr, M. (1993). Providing opportunities for choice-making and turn-taking to adults with multiple disabilities. Journal of Developmental and Physical Disabilities, 5, 297-309.

    http://www.nsttac.org/LessonPlanLibrary/23.pdf

23. Choice Making for Students with Severe Disabilities

    (2) Stafford, A. M., Alberto, P. A., Fredrick, L. D., Heflin, F.J., & Heller, K. W. (2002). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 37(1), 70-88.

    http://www.nsttac.org/LessonPlanLibrary/24.pdf

Decision Making

24. Decision Making and Goal Setting

    Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.

    http://www.nsttac.org/LessonPlanLibrary/25_28_36.pdf

Goal Setting

25. IEP Daily Goal Attainment

    German, S. L., Martin, J. E., Marshall, L. H., & Sale, P. R. (2000). Promoting self- determination: Using Take Action to teach goal attainment. Career Development for Exceptional Individuals, 23, 27-38.

    http://www.nsttac.org/LessonPlanLibrary/26.pdf

26. IEP Meeting Involvement Using Person-Centered Planning

    Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the IEP/transition planning process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.

    http://www.nsttac.org/LessonPlanLibrary/2_27_35.pdf

27. Decision Making and Goal Setting

    Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.

    http://www.nsttac.org/LessonPlanLibrary/25_28_36.pdf

28. Transition Planning Involvement Using Take Charge for the Future

    Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the Future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-104.

    http://www.nsttac.org/LessonPlanLibrary/3_29_33.pdf

29. Transition Planning Involvement Using Whose Future Is It Anyway?

    Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.

    http://www.nsttac.org/LessonPlanLibrary/30_34_38.pdf

Problem Solving

30. Problem Solving to Complete an Independent Living Task

    Hughes, C., Hugo, K., & Blatt, J. (1996). Self-instructional intervention for teaching generalized problem-solving within a functional task sequence. American Journal on Mental Retardation, 100, 565-579.

    http://www.nsttac.org/LessonPlanLibrary/31.pdf

31. Problem Solving

    Prater, M.A., Bruhl, S., & Serna, L.A. (1998). Acquiring social skills through cooperative learning and teacher-directed instruction. Remedial and Special Education, 19, 160-172.

    http://www.nsttac.org/LessonPlanLibrary/32.pdf
32. Transition Planning Involvement Using Take Charge for the Future

    Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the Future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-104.

    http://www.nsttac.org/LessonPlanLibrary/3_29_33.pdf

33. Transition Planning Involvement Using Whose Future Is It Anyway?

    Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.

    http://www.nsttac.org/LessonPlanLibrary/30_34_38.pdf

Self-Awareness

34. IEP Meeting Involvement Using Person-Centered Planning

    Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the IEP/transition planning process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.

    http://www.nsttac.org/LessonPlanLibrary/2_27_35.pdf

35. Decision Making and Goal Setting

    Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.

    http://www.nsttac.org/LessonPlanLibrary/25_28_36.pdf2_27_35.pdf

36. IEP Meeting Participation Using Self-Advocacy Strategy

    (3) VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.

    http://www.nsttac.org/LessonPlanLibrary/4_7_37_41.pdf

37. Transition Planning Using Whose Future Is It Anyway?

    Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.

    http://www.nsttac.org/LessonPlanLibrary/30_34_38.pdf

Self-Advocacy Skills

See also: IEP Development Student Participation Strategies in Student Focused Planning section of the Research to Practice Lesson Plan Library.

38. Help Recruiting Skills

    Balcazar, F. E., Fawcett, S. B., & Seekins, T. (1990). Teaching people with disabilities to recruit help to attain personal goals. Rehabilitation Psychology, 36, 31-41.

    http://www.nsttac.org/LessonPlanLibrary/39.pdf

39. Social Competence

    Castles, E. E., & Glass, C. R. (1986). Training in social and interpersonal problem- solving skills for mildly and moderately mentally retarded adults. American Journal of Mental Deficiency, 91, 35-42.

    http://www.nsttac.org/LessonPlanLibrary/40.pdf

40. IEP Meeting Participation Using Self-Advocacy Strategy

    (3) VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.

    http://www.nsttac.org/LessonPlanLibrary/4_7_37_41.pdf

Independent Living Skills

41. Paying Attention to the Environment

    Frea, W. D., (1997). Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the Association for Persons with Severe Handicaps, 22, 28-35.

    http://www.nsttac.org/LessonPlanLibrary/42.pdf

Money (Banking & Purchasing)

42. Withdrawing Money from an ATM

    Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

    http://www.nsttac.org/LessonPlanLibrary/43_67_82.pdf

43. Cashing Checks and Using an ATM

    McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanMcDonnellFergusonbanking.pdf

44. Budgeting and Banking skills

    Cuvo, A. J., Davis, P., & Gluck, M. S. (1991). Cumulative and interspersal task sequencing in self-paced training for persons with mild handicaps. Mental Retardation, 29, 335-342.

    http://www.nsttac.org/LessonPlanLibrary/44.pdf

45. Purchasing Using a Debit Card

    Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

    http://www.nsttac.org/LessonPlanLibrary/45.pdf

46. Purchasing Using the One-More-Than technique

    Denny, P., & Test, D. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education & Treatment of Children, 18, 422-32.

    http://www.nsttac.org/LessonPlanLibrary/46.pdf

47. Purchasing Using the Counting-On Strategy

    Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanCihakandGrim2008nextdollar.pdf

48. Purchasing Items Using the Next Dollar Strategy

    Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-318.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanColyerCollinsnextdollar.pdf

49. Purchasing Skills Using Videotape Modeling and In Vivo Instruction

    Haring, T.G., Breen, C. G., Weiner, J., Kennedy, C. H., & Bednersh, F. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29-53.

    http://www.nsttac.org/LessonPlanLibrary/47.pdf

50. Purchasing Skills Across Community Settings

    Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.

    http://www.nsttac.org/LessonPlanLibrary/48_84.pdf

Grocery Shopping (Specific Purchasing Skill)

51. Shopping List Preparation, Locating, and Purchasing Items

    Gaule, K., Nietupski, J., & Certo, N. (1985). Teaching supermarket shopping skills using an adaptive shopping list. Education and Training of the Mentally Retarded, 20, 53-59.

    http://www.nsttac.org/LessonPlanLibrary/49.pdf

52. Grocery Shopping Using Computer Based Instruction

    Mechling, L. C., Gast, D. L., & Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual disabilities to read grocery aisle signs and locate items. The Journal of Special Education, 35, 224-240.

    http://www.nsttac.org/LessonPlanLibrary/49.pdf

53. Purchasing Grocery Items

    Nietupski, J., Welch, J., & Wacker, D. (1983). Acquisition, maintenance, and transfer of grocery item purchasing skills by moderately and severely handicapped students. Education and Training of the Mentally Retarded, 18, 279286.

    http://www.nsttac.org/LessonPlanLibrary/51.pdf

54. Selecting Lower Priced Grocery Items

    Sandknop, P. A., Schuster, J. W., Wolery, M., & Cross, D. P. (1992). The use of an adaptive device to teach students with moderate mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27, 219-229.

    http://www.nsttac.org/LessonPlanLibrary/52.pdf

Home Maintenance Skills

55. Housekeeping Skills (Cleaning and Laundry)

    Cuvo, A. J., Davis, P. K., O'Reilly, M. F., Mooney, B. M., & Crowley, R. (1992). Promoting stimulus control with textual prompts and performance feedback for persons with mild disabilities. Journal of Applied Behavior Analysis, 25, 477-489.

    http://www.nsttac.org/LessonPlanLibrary/53.pdf

56. Housekeeping Skills (Housekeeping and Janitorial)

    Domaracki, J. W. & Lyon, S. R. (1992). A comparative analysis of general case simulation instruction and naturalistic instruction. Research in Developmental Disabilities, 13, 363-379.

    http://www.nsttac.org/LessonPlanLibrary/54.pdf

57. Home Maintenance Skills Using a Digivox

    Mechling, L. C. & Gast, D. L. (1997). Combination audio/visual self-prompting system for teaching chained tasks to students with intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 138-153.

    http://www.nsttac.org/LessonPlanLibrary/55.pdf

58. Laundry Skills

    Taylor, P., Collins, B. C., Schuster, J. W., & Kleinert, H. (2002). Teaching laundry skills to high school students with disabilities: Generalization of targeted skills and nontargeted Information. Education and Training in Mental Retardation and Developmental Disabilities, 37, 172-183.

    http://www.nsttac.org/LessonPlanLibrary/56_85.pdf

59. Laundromat Skills

    McDonnell, J., & McFarland, S. (1988). A comparison of forward and concurrent chaining strategies in teaching laundromat skills to students with severe handicaps. Research in Developmental Disabilities, 9, 177-194.

    http://www.nsttac.org/LessonPlanLibrary/McDonnellandMcFarland1988laundromat.pdf

Meal Planning and Preparing

60. Meal Planning and Nutrition

    Arnold-Reid, G. S., Schloss, P. J., & Alper, S. (1997). Teaching meal planning to youth with mental retardation in natural settings. Remedial and Special Education, 18, 166-173.

    http://www.nsttac.org/LessonPlanLibrary/57.pdf

61. Making Chocolate Milk

    Fiscus, R. S., Schuster, J. W., & Morse, T. E. (2000). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequence event. Education and Training in Mental Retardation and Developmental Disabilities, 37, 55-69.

    http://www.nsttac.org/LessonPlanLibrary/58.pdf

62. Preparing a Snack & Drink

    Bozkurt, F., & Gursel, O. (2005). Effectiveness of constant time delay on teaching snack and drink preparation skills to children with mental retardation. Education and Training in Developmental Disabilities, 40, 390-400.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanBozkurt2005makingsandwichdrinkserving.pdf

63. Baking Microwave Cake

    Trask-Tyler, S. A., Grossi, T. A., &. Heward, W. A. (1994). Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills. Journal of Behavioral Education, 4, 283-311.

    http://www.nsttac.org/LessonPlanLibrary/59.pdf

64. Cooking Skills

    Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2006). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34-46.

    http://www.nsttac.org/LessonPlanLibrary/GravesCollinsSchusterKleinert2005cookingandvideopromptinglessonplan.pdf

65. Cooking Skills

    Mechling, L. C., Gast, D. L., & Field, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190.

    http://www.nsttac.org/LessonPlanLibrary/59b.pdf

66. Mechling, L. C., & Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video recipes. Education and Training in Developmental Disabilities, 44, 218-236.

    http://www.nsttac.org/LessonPlanLibrary/CookingWithVideoRecipes.pdf

67. Mechling, L. C., Gast, D. L., & Field, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190.

    http://www.nsttac.org/LessonPlanLibrary/CookingSkillsSelfPrompting.pdf

Restaurant Skills

68. Ordering in a Restaurant

    Mechling, L. C., & Cronin, (2006). Computer-based video instruction to teach the use of augmentative and alternative communication devices for ordering at fast food restaurants. The Journal of Special Education, 39, 234-245.

    http://www.nsttac.org/LessonPlanLibrary/60.pdf

Safety Skills

69. Public Telephone Usage

    Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 28, 128-142.

    http://www.nsttac.org/LessonPlanLibrary/61.pdf

70. Crossing the Street

    Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 28, 128-142.

    http://www.nsttac.org/LessonPlanLibrary/62.pdf

71. Cell Phone Usage When Lost

    Taber, T. A., Alberto, P. A., Seltzer, A., & Hughes, M. (2003). Obtaining assistance when lost in the community using cell phones. Research and Practice for Persons with Severe Disabilities, 28, 105-116.

    http://www.nsttac.org/LessonPlanLibrary/63.pdf

72. Cell Phone Usage When Lost

    Taber, T. A., Alberto, P. A., Hughes, M., &. Seltzer, A. (2002). A strategy for students with moderate disabilities when lost in the community. Research and Practice for Persons with Severe Disabilities, 27, 141-152.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanTaberAlbertolostincommunity.pdf

73. Teach students first-aid skills for treating a minor cut

    Gast, D. L., Winterling, V., Wolery, M., & Farmer, J. A. (1992). Teaching first-aid skills
    to students with moderate handicaps in small group instruction. Education and Treatment of Children, 15, 101-124.

    http://www.nsttac.org/LessonPlanLibrary/63b.pdf

74. Teach students how to respond appropriately to potentially dangerous situations (i.e., removing and discarding broken materials safely)

    Winterling, V., Gast, D. L., Wolery, M., & Farmer, A. (1992). Teaching safety skills to
    high school students with moderate disabilities. Journal of Applied Behavior Analysis, 25, 217-227.

    http://www.nsttac.org/LessonPlanLibrary/63c.pdf

75. Reading of key words from product warning labels

    Collins, B. C., & Stinson, D.M. (1994-1995). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163-181.

    http://www.nsttac.org/LessonPlanLibrary/WarningLabel.pdf

76. Emergency fire-safety skills

    Jones, R. T., Van Hasselt, V. B., & Sisson, L. A. (1984). Emergency fire-safety skills: A study with blind adolescents. Behavior Modification, 8, 59-78.

    http://www.nsttac.org/LessonPlanLibrary/FireSafety.pdf

77. Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities

    Mechling, L. C., Gast, D. L., & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 44, 67-79.

    http://www.nsttac.org/LessonPlanLibrary/CookingFires.pdf

Self Care Skills

78. Teaching Dressing Skills

    Hughes,M. W., Schuster, J.W., & Nelson, C. M. (1993). The acquisition of independent dressing skills by students with multiple disabilities. Journal of Developmental and Physical Disabilities, 5, 233-252.

    http://www.nsttac.org/LessonPlanLibrary/HughesSchusterNelson1993LessonPlan.pdf

79. Preventing Home Accidents

    O’Reilly, M. F., Green, G., & Braunling-McMorrow, D. (1990). Self-administered written prompts to teach home accident prevention skills to adults with brain injuries. Journal of Applied Behavior Analysis, 23, 431-446.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanLibrary/LessonPlanOReilly1990homesafety.pdf

Functional Reading Skills

80. Reading Functional Weather Sight Words

    Browder, D. M., & Shear, S. M. (1996). Interspersal of known items in a treatment package to teach sight words to students with behavior disorders. The Journal of Special Education, 29, 400-413.

    http://www.nsttac.org/LessonPlanLibrary/64.pdf

81. Reading Grocery Signs Using Computer Based Instruction

    Mechling, L. C., Gast, D. L., & Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual disabilities to read grocery aisle signs and locate items. The Journal of Special Education, 35, 224-240.

    http://www.nsttac.org/LessonPlanLibrary/65.pdf

82. Reading Functional Recreation Sight Words

    Schloss, P. J., Alper, S., Young, H., Arnold-Reid, G., Aylward, M., & Dudenhoeffer, S. (1995). Acquisition of functional sight words in community-based recreation settings. The Journal of Special Education, 29, 84-96.

    http://www.nsttac.org/LessonPlanLibrary/66.pdf

Functional Math Skills

83. Withdrawing Money from an ATM

    Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

    http://www.nsttac.org/LessonPlanLibrary/43_67_82.pdf

84. Cashing Checks and Using an ATM

    McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanMcDonnellFergusonbanking.pdf

85. Purchasing Grocery Items

    Nietupski, J., Welch, J., & Wacker, D. (1983). Acquisition, maintenance, and transfer of grocery item purchasing skills by moderately and severely handicapped students. Education and Training of the Mentally Retarded, 18, 279286

    http://www.nsttac.org/LessonPlanLibrary/68.pdf

86. Purchasing Items Using One-More-Than Technique

    Denny, P., & Test, D. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education & Treatment of Children, 18, 422-32.

    http://www.nsttac.org/LessonPlanLibrary/46.pdf

87. Purchasing Using the Counting-On Strategy

    Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanCihakandGrim2008nextdollar.pdf

88. Purchasing Items Using the Next Dollar Strategy

    Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-318.

    http://www.nsttac.org/LessonPlanLibrary/LessonPlanColyerCollinsnextdollar.pdf

Employment Skills

Work Related Behaviors

Job-Related Social/Communication Skills

89. Vocational Social Skills

    Clement-Heist, K., Siegel, S., & Gaylord-Ross, R. (1992). Simulated and in situ vocational social skills training for youths with learning disabilities. Exceptional Children, 58, 336-345.

    http://www.nsttac.org/LessonPlanLibrary/70.pdf

90. Employment Communication Skills Using Dual Communication Boards

    Heller, K. W., Allgood, M. H., Ware, S. P., & Castelle, M. D. (1996). Use of dual communication boards at vocational sites by students who are deaf-blind. Re:View, 27(4), 180-191.

    http://www.nsttac.org/LessonPlanLibrary/71.pdf

Self-Management on the Job

91. Making Sack Lunches

    Agran, M., Fodor-Davis, J., Moore, S., & Martella, S. (1992). Effects of a peer-delivered self-instructional training on a lunch-making work task for students with severe disabilities. Education and Training in Mental Retardation, 27, 230-240.

    http://www.nsttac.org/LessonPlanLibrary/72.pdf

92. Washer Machine Usage

    Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C. & Ritts, C. (1990). Generalized use of a self-operated audio prompting system. Education and Training in Mental Retardation, 25, 381-389.

    http://www.nsttac.org/LessonPlanLibrary/73.pdf

93. Job Skills Using Computer Based Instruction

    Mechling, L. C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 24-37.

    http://www.nsttac.org/LessonPlanLibrary/74.pdf

94. 75. Preparing Breakfast Using Tactile Cues

    Taylor, R. G. (1987). Teaching a severely handicapped deaf-blind young woman to prepare breakfast foods. Journal of Visual Impairment and Blindness, 81(2), 67-69.

    http://www.nsttac.org/LessonPlanLibrary/75.pdf

Job Seeking Skills

95. Job Application Completion

    Nelson, J. R., & D. J. Smith (1994). The effects of learning strategy instruction on the completion of job applications by students. Journal of Learning Disabilities 27, 104-110.

    http://www.nsttac.org/LessonPlanLibrary/76.pdf

Occupation Specific Employment Skills

96. Collating Photocopies

    Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

    http://www.nsttac.org/LessonPlanLibrary/77_83.pdf

97. Job Skills Using Computer Based Instruction

    Mechling, L. C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 24-37.

    http://www.nsttac.org/LessonPlanLibrary/78.pdf

98. Cleaning Bathroom Mirror, Sink, and Toilet

    Mitchell, R. J., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Teaching vocational skills with a faded auditory prompting system. Education and Training in Mental Retardation, 35, 415-427.

    http://www.nsttac.org/LessonPlanLibrary/79.pdf

99. Employment Skills Using a Palmtop Computer

    Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D., Stock, S., & Fischer, S. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5-14.

    http://www.nsttac.org/LessonPlanLibrary/80.pdf

100. Hair Salon Skills

     Westerlund, D., Granucci, E. A., Gamache, P., & Clark, H. B. (2006). Effects of peer mentors on work-related performance of adolescents with behavioral and/or learning disabilities. Journal of Positive Behavior Interventions, 8, 244-251.

     http://www.nsttac.org/LessonPlanLibrary/81.pdf

Program Structure

Community-Based Instruction

101. Withdrawing Money from an ATM

     Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

     http://www.nsttac.org/LessonPlanLibrary/43_67_82.pdf

102. Cashing Checks and Using an ATM

     McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.

     http://www.nsttac.org/LessonPlanLibrary/LessonPlanMcDonnellFergusonbanking.pdf

103. Collating Photocopies

     Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for community based instruction. Research in Developmental Disabilities, 25, 67-88.

     http://www.nsttac.org/LessonPlanLibrary/77_83.pdf

104. Purchasing Skills Across Community Settings

     Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.

     http://www.nsttac.org/LessonPlanLibrary/48_84.pdf

105. Purchasing Using the Counting-On Strategy

     Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.

     http://www.nsttac.org/LessonPlanLibrary/LessonPlanCihakandGrim2008nextdollar.pdf

106. Purchasing Items Using the Next Dollar Strategy

     Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-318.

     http://www.nsttac.org/LessonPlanLibrary/LessonPlanColyerCollinsnextdollar.pdf

107. Laundry Skills

     Taylor, P., Collins, B. C., Schuster, J. W., & Kleinert, H. (2002). Teaching laundry skills to high school students with disabilities: Generalization of targeted skills and nontargeted Information. Education and Training in Mental Retardation and Developmental Disabilities, 37, 172-183.

     http://www.nsttac.org/LessonPlanLibrary/56_85.pdf

108. Laundromat Skills

     McDonnell, J., & McFarland, S. (1988). A comparison of forward and concurrent chaining strategies in teaching laundromat skills to students with severe handicaps. Research in Developmental Disabilities, 9, 177-194.

     http://www.nsttac.org/LessonPlanLibrary/McDonnellandMcFarland1988laundromat.pdf