Evidence-Based Practices in Secondary Transition

Using Backward Chaining to Teach

• Functional Life Skills (potential)

Using Check and Connect to Promote:

• Student Participation in the IEP Meeting (potential)

Using Community Based Instruction to Teach:

• Banking Skills (potential)
• Grocery Shopping Skills (moderate)
• Integration Skills (moderate)
• Purchasing Skills (moderate)
• Safety Skills (moderate)
• Communication Skills (potential)
• Employment Skills (moderate)
• Community Intergration (moderate)

Using Computer Assisted Instruction to Teach:

• Food Preparation and Cooking Skills (moderate)
• Grocery Shopping Skills (moderate)
• Job Specific Skills (potential)
• Student Participation in the IEP Meeting (potential)

Using Constant Time Delay to Teach:

• Banking Skills (potential)
• Functional Life Skills (moderate)
• Leisure Skills (potential)
• Job Specific Skills (moderate)
• Food Preparation Skills (moderate)

Using an Extension of Career Planning Services after Graduation to Promote:

• Increased Finance Skills (potential)

Using Forward Chaining to Teach:

• Functional Life Skills (moderate)

Using Least to Most Prompting:

• Food Preparation and Cooking (moderate)
• Communication Skills (potential)
• Functional Life Skills
• Grocery Shopping Skills (potential)
• Purchasing Skills (potential) 
• Safety Skills
• Specific Job Skills (potential)

Using Mnemonics to Teach:

• Job Application Skills (potential)
• Academic Skills (strong)

Using Most to Least Prompting to Teach:

• Functional Life Skills (moderate)

Using the "One More Than" Strategy to Teach:

• Counting Money (potential)
• Purchasing Skills (moderate)

Using Peer Assisted Instruction to Teach:

• Academic Skills (strong)

Using Progressive Time Delay to Teach:

• Purchasing Skills (potential)
• Safety Skills (potential)
• Functional Life Skills (moderate)

Using Published Curricula to Teach:

• Student Involvement in the IEP (strong)

Using Response Prompting to Teach:

• Preparation and Cooking Skills (moderate)
• Grocery Shopping Skills (moderate)
• Home Maintenance Skills (moderate)
• Laundry Tasks (moderate)
• Leisure Skills (moderate)
• Purchasing Skills (moderate)
• Social Skills (moderate)
• Employment Skills (moderate)

Using the Self-Advocacy Strategy to Teach:

• Student Participation in the IEP Meeting (moderate)

Using the Self Determined Learning Model of Instruction to Teach:

• Goal Attainment (moderate)

Using the Self-Directed IEP to Teach:

• Student Participation in the IEP Meeting (moderate)

Using Self-Management Instruction to Teach:

• Academic Skills (strong)
• Social Skills (moderate)
• Job Specific Skills (moderate)

Using Self-Monitoring Instruction to Teach:

• Functional Life Skills (potential)

Using Simulations to Teach:

• Banking Skills (potential)
• Purchasing Skills (moderate)
• Social Skills (moderate)

Using Simultaneous Prompting to Teach:

• Functional Life Skills

Using Technology to Teach:

• Academic Skills (strong)

Using Total Task Chaining to Teach:

• Functional Life Skills (moderate)

Using Training Modules to Promote:

• Parent Involvement in the Transition Process (moderate)

Using Video Modeling to Teach:

• Food Preparation and Cooking Skills (moderate)
• Home Maintenance Skills (moderate)

Using Visual Displays to Teach:

• Academic Skills (strong)

Using "Whose Future Is It Anyway?" to Teach:

• Self-Determination Skills (moderate)
• Student Knowledge of Transition Planning (moderate)