national secondary transition technical assistance center evidence-based practices in student...

National Secondary Transition Technical Assistance Center

Evidence-Based Practices in Student Development

Sharon Richter, Allison Walker, & James White



Purpose

• Provide information and resources regarding evidence-based practices that support Student Development


Evidence-Based Practice (EBP)

• Quality of Study

• Rigor of Research Design


Research to Practice Lesson Plan (RPLP) Starters

• “Best evidence” from research

• Functional life skills

• Includes lesson components and evaluation strategies to implement with students to foster student development

• www.nsttac.org


Student Development

Teaching Life SkillsTeaching Employment Skills InstructionProviding Career & Vocational Curricula Structured Work ExperienceProviding Support ServicesAssessment


Teaching Life Skills


EBP: Teaching Functional Life Skills

• Self-determination skills• Self-advocacy skills• Purchasing skills• Budgeting and banking• Community based instruction• Leisure skills• Independent living skills • Self-care skills• Student selected target behaviors


General Practice #1: Teach self-determination skills (strong)

• Directly teach skills using small group or 1:1 instruction• Most common intervention involved teaching self-advocacy and

choice-making

Students: ages 14-21, primarily labeled LD or MR, but some sensory impairments, EB/D, and TBI

Settings: classrooms and community settings

Evidence-Based Student Development Practices (Life Skills, Career/Vocational, Work Experiences,

Assessment, Support Services)


General Practice #2: Teach self-advocacy skills (moderate)

• Directly teach self-advocacy skills using small group and/or 1:1 instruction using role-playing with feedback or use published curricula

• Specific skills to teach include assertiveness, identifying and redressing rights violations, requesting accommodations, and participating in education and transition planning processes

Students: ages 13-21, labeled LD, MR, VI, OH, SED, OHISettings: primarily classrooms with some community extensions

Evidence-Based Student Development Practices


Other Specific Curricula with Potentially Moderate Evidence

• Next S.T.E.P: Student Transition and Educational Planning (1 study)

• Self-Determination for Youth with Disabilities: A Family Education Curriculum (1 study)

• Steps to Self-Determination (1 study)• Take Action: Making Goals Happen (1 study)• TAKE CHARGE (middle grades; 1 study)• TAKE CHARGE for the Future (sophomores &

juniors; 1 study)• Whose Future is it Anyway? (1 study)


General Practice #3: Teach functional life skills (strong)

• Teach functional life skills using small group or 1:1 instruction

• Directly instruct skills using task analysis, chaining, prompting strategies (time delay, modeling, least to most), and general case programming

• Skills include money and purchasing skills, street crossing, self-protection, leisure skills, domestic or home-keeping skills, and personal self-care

Students: ages 13-21,labeled mild cognitive disabilities, learning disabilities, autism, multiple disabilities, visual impairments

Settings: classrooms, community, recreation facilities, and home



Specific Practice #1: Teach purchasing skills (strong)

• Teach purchasing skills using either modeling/verbal instruction or prompt fading

• Skills include teaching money skills only, using vending machines, ordering in restaurants, and making grocery/shopping center purchases

• Instruction works best if students have prerequisite money recognition skills

• Training is most effective with simulated plus in-vivo as opposed to simulated only

Students labeled moderate to severe disabilities or mild to moderate disabilities, ages 6 to 74



Specific Practice #2: Teach grocery shopping skills (moderate)

• Teach grocery skills using verbal instruction with modeling and role playing, videotape and slide show examples, backward chaining, and least-to-most prompting or time delay (progressive or constant) using 1:1 instruction

• Use adaptive shopping aids such as pictorial and handwritten shopping lists, pocket calculators, or the next-dollar strategy

Students: ages 8-49, labeled moderately intellectually disabled, severely intellectually disabled, autistic, and profoundly intellectually disabled

Settings: classroom, homes, and grocery stores (supermarket, small grocery store, or convenience store)



Specific Practice #3: Use the Self-Determined Learning Model ofInstruction (SDLMI) (moderate)

• What is my goal? (Setting a goal)– What do you want to be able to do?– What do you do now?– What needs to change for you to learn to…?– What can you do to make this happen?

• What is my plan? (Planning)– What can you do to get better at…?– What could keep you from taking action?– What can you do to avoid this problem?– When will you start doing this?

• What have I learned? (Adjusting plan or goal)– What you have to do to get better at…?– What hard things are now easier?– What has changed about what you know?– Have you reached your goal?

Students: labeled LD, MR (mild, moderate, and severe), EBD, OHI, ADHD from K-12 in classrooms



Research to Practice Lesson Plans

• “One More Than” technique for purchasing items • Meal planning and nutrition • Grocery aisle signs and locating items • Bowling and pinball


Teaching Employment Skills Instruction


Providing Career & Vocational Curricula


EBP: Teaching Career & Vocational Skills and Employment Skills Instruction

– Have students participate in vocational education/vocationally-oriented programs/curricula

– Have students learn vocational skills and job seeking skills training


Resources Related to Career & Vocational Skills and Employment

Skills Instruction

– Research to Practice Lesson Plan Starter

• Housekeeping and janitorial skills


Setting and Materials Setting: Instruction on housekeeping job tasks was conducted on several floors of a 500- room hotel. All janitorial job tasks were instructed in various locations throughout the hotel, including the main lobby, the second floor, and in adjacent hallways. Materials: Materials needed for housekeeping and janitorial tasks were used.

Content Taught Students were taught housekeeping and janitorial tasks. 1. Housekeeping tasks included four tasks: vacuuming hallways, damp wiping vending machines, trash removal from ashtrays located near elevators, and dusting lights, pictures and door frames. 2. Janitorial tasks included four tasks: window washing, cleaning restrooms, wiping and sanitizing water fountains, and dusting and arranging the main hotel lobby lounge area.

Teaching Procedures 1. Subjects were taught two job sequences using total task chaining and a graduated assistance hierarchy of cues and correction procedures. 2. Provide a verbal cue for the student to begin work. 3. If the student begins the first step of the task, score the steps correctly completed as independent on the data collection sheet. 4. If the student is incorrect or waits more than 10 seconds to get started, provide the first level of assistance in the graduated guidance sequence of a verbal cue and gesture. If the student is incorrect or waits more than 10 seconds to get started, provide the next level of assistance in the graduated guidance sequence verbal cue and physical prompt.

Evaluation Collect student performance data on the percent of correct independent of steps in the task analysis by recording the levels of assistance needed to perform each step (i.e., 1= independent and accurate response, 2= verbal cue and gesture needed for student to perform skill accurately, or 3= verbal cue and physical prompt need to perform skill accurately). Lesson Plan Based on: 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.


Resources Related to Career & Vocational Skills and Employment

Instruction

– Transition Programs• Programs that teach school-to-work-related

services or instruction to students with disabilities

• 18-21 Programs– http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resource

s/18-21programs/index.php?page=Search


Structured Work Experience


EBP: Structured Work Experience

– Provide students with paid work experience (summer jobs, work study) while in high school


SPP Improvement Activities

A. Improve data collection and reportingB. Improve systems administration and monitoringC. Provide training/professional development D. Provide technical assistance E. Clarify /examine/develop policies and proceduresF. Program development G. Collaboration/coordination Evaluation H. EvaluationI. Increase/Adjust FTE J. Other Improvement Activities


A. Improve data collection and reportingE. Clarify /examine/develop policies and

procedures

Examples:

• Provide training to LEAs to improve data collection for Indicator 13

• Provide training on how to develop IEP goals that match a student’s post-school goals

• Ensure that statewide IEP documents prompt practitioners to meaningfully include students in process at age 16


B. Improve systems administration and monitoring

Examples: • Collect post-school outcome data to determine

efficacy of educational programming for students with disabilities

• Investigate statewide monitoring system to determine linkages between transition programs, post-school outcomes, and drop out statistics


C. Provide training/professional development D. Provide technical assistance

Examples: • Provide training to LEAs and practitioners related

to evidence-based practices in Student Development

• Provide training to practitioners to utilize Indicator 13 checklist or other approved data collection system as a rubric to develop transition plans


E. Program development

Examples: • Institute statewide endorsement of occupational

diploma• Adopt student-led IEP practices to increase self-

determination among students with disabilities


G. Collaboration/coordinationExamples: • Provide countywide transition information fairs to

educate families about post-secondary opportunities• Develop written agreements with local businesses to

offer variety of employment experiences in community based instruction sites

H. EvaluationExamples: • Evaluate district and state-level post-secondary

outcome data and align with NLTS 2 findings


I. Increase/ Adjust Full Time Employment

Examples: • Employ district level transition coordinators

J. Other Improvement Activities

Examples: • Inquire with NSTTAC about technical assistance

needs in your state


To Contact Us:• David Test, [email protected]• Allison Walker, [email protected] • Sharon Richter, [email protected]• James White, [email protected]• Catherine Fowler, [email protected] • NSTTAC (www.nsttac.org)

– 704-687-8606 – 704-687-6327(TTY) – 704-687-2916 (fax)

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