Post-school outcomes for students with intellectual disability continue to lag behind other students with disabilities. One way to improve outcomes for these students is to include them in decisions about their future by teaching students how to participate in their IEP meetings. Self-monitoring provides immediate feedback, motivation, and teaches…

This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts on students' ability to acquire, maintain, and generalize skills necessary to use a debit card to make a purchase and track their expenses. Results demonstrated a functional relationship between simulated…

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

As community-based instruction has been recognized as a variable leading to postschool success for all students with disabilities, early transition planning has become vital in students' preparation for adulthood. Based upon the need and importance of students receiving community-based instruction, this literature review examined 23 transition…

Eight learning disabled males (16 to 17 years old) participated in a driver education unit via a visual response system, allowing students greater response and feedback. After the conclusion of the unit, all Ss scored above the criterion established by the Digest of Ohio Motor Vehicle Laws. (CL)

This study extended use of the One-More-Than technique by using a "cents-pile modification"; one-, five-, and ten-dollar bills; and mixed training of all dollar amounts. Three high school students with moderate mental retardation each learned to use the technique to count out nontrained amounts and to make community purchases. (Author/PB)

This study found both constant time delay and a most-to-least prompting strategy were effective in teaching 4 moderately mentally retarded 18-year-olds to operate a washing machine and dryer.The constant time delay procedure, however, was more efficient in terms of instructional time and number of instructional errors. (Author/DB)

Two studies involving a total of five individuals with moderate mental retardation were conducted to investigate the effects of teaching the "One-More-Than" money counting technique. Results indicated the effectiveness of the technique in producing money counting skills that generalized to nontrained amounts and making community…

This manual offers practical guidelines validated by research for applying instructional strategies to adults with mental retardation who are learning community-based tasks. It provides a sequenced strategy for: (1) selecting person-centered instructional goals; (2) developing quality task analyses of community-based, chained tasks; (3) selecting…