Student Development

LIFE SKILLS INSTRUCTION

Leisure Skills

• 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.
  Lesson Plan 10_22
• 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.
  Lesson Plan 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.
  Lesson Plan 12

Social Skills

• 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.
  Lesson Plan 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.
  Lesson Plan 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.
  Lesson Plan 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.
  Lesson Plan 16

Self-Determination Skills

• 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.
  Lesson Plan 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.
  Lesson Plan 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.
  Lesson Plan 19

Choice Making

• 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.
  Lesson Plan 10_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.
  Lesson Plan 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.
  Lesson Plan 24

Decision Making

• 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.
  Lesson Plan 25_28_36

Goal Setting

• 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.
  Lesson Plan 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.
  Lesson Plan 2_27_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.
  Lesson Plan 25_28_36
• 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.
  Lesson Plan 3_29_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.
  Lesson Plan 30_34_38

Problem Solving

• 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.
  Lesson Plan 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.
  Lesson Plan 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.
  Lesson Plan 3_29_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.
  Lesson Plan 30_34_38

Self-Awareness

• 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.
  Lesson Plan 2_27_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.
  Lesson Plan 25_28_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.
  Lesson Plan 4_7_37_41
• 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.
  Lesson Plan 30_34_38

Self-Advocacy Skills

For additional and related plans, see IEP Development Student Participation Strategies in Student Focused Planning section of the Research to Practice Lesson Plan Library. 

• See also: IEP Development Student Participation Strategies in Student Focused Planning section of the Research to Practice Lesson Plan Library.
  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.
  Lesson Plan 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.
  Lesson Plan 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.
  Lesson Plan 4_7_37_41

Independent Living Skills

• 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.
  Lesson Plan 42
• Opening a Locker
  Fetko, K.S., Schuster, J.W., Harley, D.A., & Collins, B. (1999). Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities, Education and Training in Mental Retardation and Developmental Disabilities, 34, 318-329.
  Lesson Plan

Money (Banking & Purchasing)

• 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.
  Lesson Plan 43_67_82
• 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.
  Lesson Plan LessonPlanMcDonnellFergusonbanking
• 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.
  Lesson Plan 44
• 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.
  Lesson Plan 45
• 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.
  Lesson Plan 46
• 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.
  Lesson Plan LessonPlanCihakandGrim2008nextdollar
• 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.
  Lesson Plan LessonPlanColyerCollinsnextdollar
• 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.
  Lesson Plan 47
• 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.
  Lesson Plan 48_84

Grocery Shopping (Specific Purchasing Skill)

• 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.
  Lesson Plan 49
• 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.
  Lesson Plan 50
• 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.
  Lesson Plan 51
• 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.
  Lesson Plan 52

Home Maintenance Skills

• Home Maintenance (Sweeping and Table Washing)
  Cannella-Malone, H.I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J.H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 332-344.
  Lesson Plan TeachingSweepingTableWashing
• 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.
  Lesson Plan 53
• 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.
  Lesson Plan 54
• 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.
  Lesson Plan 55
• 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.
  Lesson Plan 56_85
• 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.
  Lesson Plan McDonnellandMcFarland1988laundromat

Meal Planning and Preparing

• 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.
  Lesson Plan 57
• 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.
  Lesson Plan 58
• 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.
  Lesson Plan LessonPlanBozkurt2005makingsandwichdrinkserving
• 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.
  Lesson Plan 59
• 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.
  Lesson Plan GravesCollinsSchusterKleinert2005cookingandvideopromptinglessonplan
• 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.
  Lesson Plan 59b
• 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.
  Lesson Plan CookingWithVideoRecipes
• 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.
  Lesson Plan CookingSkillsSelfPrompting

Restaurant Skills

• 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.
  Lesson Plan 60

Safety Skills

• 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.
  Lesson Plan 61
• 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.
  Lesson Plan 62
• 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.
  Lesson Plan 63
• 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.
  Lesson Plan LessonPlanTaberAlbertolostincommunity
• 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.
  Lesson Plan 63b
• 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.
  Lesson Plan 63c
• 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.
  Lesson Plan WarningLabel
• 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.
  Lesson Plan FireSafety
• 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.
  Lesson Plan CookingFires

Self-Care Skills

• 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.
  Lesson Plan HughesSchusterNelson1993LessonPlan
• 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.
  Lesson Plan LessonPlanOReilly1990homesafety

Functional Reading Skills

• 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.
  Lesson Plan 64
• 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.
  Lesson Plan 65
• 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.
  Lesson Plan 66

Functional Math Skills

• 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.
  Lesson Plan 43_67_82
• 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.
  Lesson Plan LessonPlanMcDonnellFergusonbanking
• 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
  Lesson Plan 68
• 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.
  Lesson Plan 46
• 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.
  Lesson Plan LessonPlanCihakandGrim2008nextdollar
• 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.
  Lesson Plan LessonPlanColyerCollinsnextdollar

Cannella-Malone, H.I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J.H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 332-344.

Cannella-Malone, H.I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J.H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 332-344.