NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
What High School Administrators Need to Know about Secondary Transition Evidence-Based Practices and Predictors for Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Test, David W.; Bartholomew, Audrey; Bethune, Lauren – NASSP Bulletin, 2015
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…
Descriptors: Best Practices, Disabilities, Teaching Methods, High School Students
Effects of Teaching Self-Determination Skills Using the Common Core State Standards
Peer reviewed Peer reviewed
Direct linkDirect link
Bartholomew, Audrey; Test, David W.; Cooke, Nancy L.; Cease-Cook, Jennifer – Education and Training in Autism and Developmental Disabilities, 2015
Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design…
Descriptors: High School Students, Developmental Disabilities, Intellectual Disciplines, Autism
Effects of Direct Instruction on Telling Time by Students with Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Thompson, Julie L.; Wood, Charles L.; Test, David W.; Cease-Cook, Jennifer – Journal of Direct Instruction, 2012
This study used a single-subject multiple probe design to investigate the use of Direct Instruction (DI) to teach students with autism to tell time to the five-minute increment. Exercises from "Connecting Math Concepts" were used as the DI component during intervention. All students increased their telling-time skills to the five-minute…
Descriptors: Direct Instruction, Teaching Methods, Time, Autism
Teaching First Aid Skills in the Classroom.
Peer reviewed Peer reviewed
Stem, Betty; Test, David W. – Teaching Exceptional Children, 1989
Presented are procedures for identifying important first aid skills, developing skill analyses, and teaching the skills. The procedures were successfully used to teach moderately mentally handicapped students to communicate an emergency, administer first aid for minor injuries, apply plastic bandages to minor injuries, and administer first aid for…
Descriptors: Elementary Secondary Education, First Aid, Injuries, Moderate Mental Retardation
One-More-Than Technique as a Strategy for Counting Money for Individuals with Moderate Mental Retardation.
Test, David W.; And Others – Education and Training in Mental Retardation, 1993
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…
Descriptors: Adolescents, Adults, Basic Business Education, Daily Living Skills
Community-Based Instructional Support. Innovations: AAMR Research to Practice Series, Number 6.
Test, David W.; Spooner, Fred – 1996
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…
Descriptors: Adult Basic Education, Community Based Instruction (Disabilities), Daily Living Skills, Data Collection