1. Life Skills Instruction for Students with Intellectual Disability (ID): Best Practices and Future Directions
Jordan Shurr, Central Michigan University
Emily Bouck, Michigan State University
David Cihak, University of Tennessee
Victoria Slocum, University of Kentucky
David Test, University of North Carolina at Charlotte
DADD Showcase (Part 2), 2018 Council for Exceptional Children's Convention and Expo, February 8, Tampa, FL.

2. Division on Autism and Developmental Disabilities
Mission: The Division on Autism and Developmental Disabilities is an organization composed of persons committed to enhancing the quality of life of individuals, especially children and youth, with autism, intellectual disability, and other developmental disabilities. The Division seeks to further the knowledge base of the field, thus ensuring the continued advancement of positive educational and life outcomes for those with autism and developmental disabilities.
1. To enhance the competence of persons who work with individuals with intellectual disability,
autism, and related disabilities.
2. To respond to and address emergent and critical issues in the field.
3. To advocate on behalf of individuals with autism and developmental disabilities.
4. Expand and maintain a viable membership.
The Division shall encourage and promote professional growth, research, and
dissemination of research findings.

3. Life skills instruction for students with intellectual disability: Best practices and future directions
Considering Students with Mild Intellectual Disability…
Emily Bouck, Michigan State University

4. Life Skills Functional academics and postsecondary education
Functional academics: Literacy
Sight word recognition; reading for pleasure/leisure; writing or signing one’s name
Functional academics: Mathematics
Time management; number recognition (e.g., phone numbers); money skills
Career education and work
Vocational education
Career exploration; job shadowing
Financial planning and management
Financial
Keeping a budget, using an ATM, cashing a check
Community living and participation
Community access
Use of laundromats, grocery stores, restaurants
Independent living
Obtaining and maintaining a household
Personal health and safety
Daily living
Food preparation; housekeeping; personal maintenance or hygiene
Home living
Travel and mobility
Transportation
Walking, riding a bus, driving a car
Self-determination
Problem-solving, making one’s own decisions
Socialization, recreation, and leisure
Social/relationships
Developing friendships, appropriate interacting with others in various settings (e.g., when working)
Leisure & recreation
Hobbies, recreation (e.g., bowling)
Browder & Snell (1993); Cronin & Patton (1993); Dattilo & Hoge, 1999; Gajar, Goodmand & McAfree (1993); Retish, Hitchings, Horvath, & Schmalle (1991); Sands & Doll (1996); Snell & Browder (1987); Storey & Miner, 2011; Wehmeyer, Sands, Knowlton, & Kozleski, 2002; Westling & Fox (2000)

5. Educating Students with MID
Education of Students with Mild Intellectual Disability
Academics
Life skills

6. Educating Students with MID

7. Educating Students with MID
Embedding life skills into academics
Embedding Academics into life skills
(Bouck, 2012; Collins et al., 2011; Collins, Karl, Riggs, Galloway, & Hager, 2010; Kleinert, Collins, Wickham, Riggs, & Hager, 2010)

8. Students with MID – Life skills in Academics
“Understand solving equations as a process of reasoning and explain the reasoning” (Common Core State Standards Initiative, 2016, p. 65)
Budgeting and price comparison situations
High school…
budgeting and price comparison situations can be envisioned as simple equations in which students must explain how to solve and construct a viable argument to justify their solution, such as selecting a lower priced item. For example, when considering if it is more economic to purchase a 12-pack of pop for $4.99 or a 24- pack of paper for $8.99, a teacher could help explain how they would solve and what the solution would be. The teacher, in helping the students – who would be allowed to use a calculator – would also discuss how price comparison is one, abet important, aspects of making purchasing decisions and how price comparison fits into budget planning. The student is receiving access to the general education curriculum and standards, but connecting the content to important functional curriculum elements.
Is it more economic to purchase a 12-pack of pop for $4.99
or a 24- pack of paper for $8.99?

9. Students with MID – Academics in Life Skills
Functional cooking activity
Social skills
Embedding math (e.g., fractions)
The Next Generation of Science Standard HS-LS2-8 “Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce” (Achieve, 2013).
In teaching social skills and helping students understand the impact of their behavior and choices on others, educators can discuss the impact of individual and a group of students behaviors on others and hence “survival” in both high school and then in the work force. Educators can expand these concepts to relate how other animals (e.g., wolves) work in groups for survival.

10. Life Skills for Students with MID
Study
Participants
FC focus
Intervention
Results
Agran et al. (2002)
n = 4 (1 MID)
Age: 15, 14, 14, 12
Self-determination; social skills
Problem-solving skills through a sequence of steps
Student increased in targeted behavior (i.e., following directions) for improvement
Arnold-Reid et al. (1997)
n = 3 (MID)
Age: 17, 16, 17
Daily living skills; independent living skills (meal planning)
Trained about making nutritional choices, planning meals with charts, and making selections at store
Students increased in meeting their nutritional needs and maintained these skills for at least 2 months.
Bouck et al. (2013)
n = 3 (1 MID)
Age: 17, 19, 18
Daily living skills/financial – grocery shopping
Audio prompts delivered via self-operated audio recorder
Students identified more and needed fewer prompts
Bouck et al. (2017)
n = 4 (2 MID_
Age: 12, 12, 12, 13
Functional academics; financial; putchasing
Concrete-Representational-Abstract framework
Students improved their ability to solve making change with coins problems
Collins et al. (1995)
Age: 18, 16, 16, 16
Functional academics; daily living skills; independent living skills (reading and defining words related to cooking)
Peer tutors using constant time delay to present target and exemplar words
Student increased in the ability to read and define target words and increased in the ability to generalize both reading and defining words
Collins & Stinson (1995)
Age: 20, 17, 16, 18
Functional academics; daily living skills; independent living skills (reading product warning labels)
Trained using a progressive time-delay on words and words used within context (i.e., product warning label)
Student made minimal errors during instruction. Student mastered target words and defined some words correctly. Student did generalize definitions to actual labels 100% in grocery store.

11. Life Skills for Students with MID
Study
Participants
FC focus
Intervention
Results
Denny & Test (1995)
n = 3 (1 MID)
Age: 17, 17, 17
Financial; functional academics (money)
One-more-than concept for purchasing items (i.e., putting one dollar aside for the cents pile)
Student mastered the technique in only 10 training sessions and maintained the skill up to 10 weeks post intervention. Student performed the skill in school and community settings
Kennedy et al. (1994)
n = 3 (2 MID)
Age: 19, 17, 21
Functional academics; daily living skills; independent living skills (food group sight words)
Time delay procedure to teach stimulus classes of the four-food groups
One student quickly acquired the sight word labeling, while another was more moderate
Schloss et al. (1995)
n = 3 (3 MID)
Age: 14, 14, 12
Functional academics; leisure (sight words in leisure activities)
Direct instruction with sight words used in leisure activities
Students acquired sight words in leisure activities in community settings
Sheriff & Boon (2014)
Age: 14, 14, 13
Functional academics; financial
Graphic organizer to solve one-step money word problems
Students improved their ability to correctly solve one-step word problems involving addition, subtraction, and multiplication
Taber-Doughty et al. (2011)
Age: 12, 13, 12
Daily living – cooking skills
Video prompting and video modeling with system of least prompts
Students increased their independence with both video prompting and video modeling
Waters & Boon (2011)
Age: 14, 15, 16
Financial skills – money
TouchMath© (touch-points)
Students increased their performance relative to subtraction with money problems involving regrouping

12. Life Skills for Students with MID - Research-Based Practices
Description
Examples in Research
Self-operated prompting systems
Self-operated technology-based systems include picture-, auditory-, or video-based supports, operated by the individual who needs the support (Mechling, Gast, & Seid, 2010).
• Taber-Doughty et al. (2011) taught 3 students with MID cooking skills via video prompting and video modeling, in conjunction with the SLP
• Bouck et al. (2013) taught 3 students grocery shopping skills via audio prompts from an audio recorder
Explicit instruction
“A series of supports and scaffolds where students are guided through the learning process in small steps with clear explanations and demonstrations of the targeted skill and provided with practice with feedback until mastery is achieved” (Wood, Thompson, & Root, 2018)
• Bouck et al. (2017) taught 4 students with mild intellectual disability and learning disability to solve making change with coins problems using the Concrete-Representational-Abstract framework with embedded explicit instruction

13. Self-Operated Prompting System for Life Skills Example
• Increased independence for cooking was found for each student
• Challenge with the technology used to show videos

14. Self-Operated Prompting System for Life Skills Example
• Use of the audio recorder resulted in the students becoming more successful at correctly identifying grocery list items.
• All three students also required fewer prompts to correctly identify items on the list.
• Students were more successful in identifying and selecting grocery items when they recorded the list prior to entering the store as opposed to when they received a list that was prerecorded by a researcher upon arriving at the store (struggled with reading)

15. Explicit Instruction for Life Skills Example
“At the store, John bought a pencil. His total was $0.37. He gave the cashier $1.00.How much change should John get back?” 
• The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems 

16. Technology is often considered to be the great equalizer… David Cihak, University of Tennessee
Technology often has been described as the great equalizer for people with disabilities. The advances in technology have afforded many people with intellectual disability and autism the opportunity to gain access to information and improved functioning they otherwise may not have obtained. Many studies have demonstrated the advantages of using technology for people with intellectual disability and autism, including the enhancement of communication, extension of social networks, greater independence, and improved academic and vocational skills.

17. Proliferation of Technology
Within 90 days of the initial launch, the first generation model of the Apple iPad was already in use by over 50% of Fortune 500 companies (Dignan, 2010)
More than 2.5 million iPads were purchased by schools in the U.S. by 2012 (Uhlig, 2012)
Smartphone users spend over 4 hours a day using their devices (Barrabee, 2013), and teenagers send over 30 text messages each day (Lenhart, Ling, Campbell, & Purcell, 2010)
By the end of 2012, nearly three-quarters of the world’s population had access to mobile technology, and over 30 billion mobile applications (“apps”) were downloaded worldwide in 2011 (World Bank, 2012)

18. 2014-2015 Pew research: Sept 25-oct 9 2014 and Feb 2015

19. Percent of Americans in 2016
likely-to-use-technology/
People with intellectual disability are less likely to have access to and benefit from technology when compared to people with other disabilities.
Digital inclusion is broadly understood as a phenomenon whereby people who are marginalized, in this case people with disabilities, are able to access and meaningfully participate in the same learning, employment, social and citizenship activities as others, through access to and use of digital technologies. As a concept, digital inclusion is frequently equated with social inclusion. In terms of social inclusion, it is generally agreed that the groups most likely to be digitally excluded are those who are already social excluded. This exclusion has been primarily understood in terms of unequal access.

20. Digital Inclusion
Acquiring “digital agility” is one of the most important factors associated with including college students with intellectual disability in post-secondary education (Seale et al., 2010)
Do not use digital tools consistently, or abandon them
Only 18% of people with ID were reported to have a working address (Palmer, Wehmeyer, Davies, & Stock, 2012).
People with intellectual disability are less likely to have access to and benefit from technology when compared to people with other disabilities.
Digital inclusion is broadly understood as a phenomenon whereby people who are marginalized, in this case people with disabilities, are able to access and meaningfully participate in the same learning, employment, social and citizenship activities as others, through access to and use of digital technologies. As a concept, digital inclusion is frequently equated with social inclusion. In terms of social inclusion, it is generally agreed that the groups most likely to be digitally excluded are those who are already social excluded. This exclusion has been primarily understood in terms of unequal access.

21. Why Digital Divide Access to internet (Broadband service) and devices
Focus on specific and integrated application of digital literacy skills
Teacher digital literacy knowledge and skills

22. Digital Literacy
Often referred to as “21st century literacy”, is defined as
“the ability to read and interpret media (text, sound, images),
to reproduce data and images through digital manipulation, and
to evaluate and apply new knowledge gained from digital environments” (Jones-Kavalier & Flannigan, 2006, p. 9).
In today’s world, the ability to read and write encompasses the skills needed to interpret and understand information presented through the realms of digital media. Digital literacy is “the ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers”. This definition has since been expanded upon and adapted to pertain to a myriad of purposes and technological actualities that exist in today’s world, encompassing job-specific applications as well as the social, emotional, and cognitive aspects of operation in digital environments. In education, the idea of digital literacy, often referred to as “21st century literacy”, is defined as “the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments”
For people with intellectual disability and autism, the digital age represents both a tremendous opportunity and a considerable challenge. On the one hand, technology offers a key to a more inclusive society for people with disabilities, as it provides a way for people to communicate, entertain, and access information. The development of technological skills has been linked to positive post-school outcomes for people with intellectual and developmental disability. Despite a clear focus on the integration of people with disabilities into schools, work, and society, a “digital divide” is present for people with disabilities.

23. Relevant Digital Literacy Skills
Skill Areas:
Basic Computer Skills
World Wide Web
Windows Operating System
Basic Office Software Programs
WORD Processing & Documents
Communication
Mobile Devices
Digital Citizenship & Participation
Conducting Digital Research
Critical thinking, Problem- Solving, & Decision Making
Creativity & Development
Troubleshooting

24. Basic Office Software Programs
WORD
PowerPoint
Excel

25. Email Communication Send an email Send a group email Reply to an email
Forward an
Attachments
etiquette
Safety (scams, viruses)

26. Basic Computer Skills Turn on/turn off computer and/or monitor
Log-on/log-off campus computer
Keyboard awareness (function and placement of keys)
Mouse functions (right/left click, scroll, mouse over, drag & drop) and actions associated with different mouse pointer shapes
Demonstrate customization a computer for increased accessibility (readability software)
Demonstrate use of different file types
Identify storage media: USB/Flash drives (external) and hard drive (external & internal)
Demonstrate use of calendar

27. World Wide Web Identify commonly used internet browsers
Access the address bar
Identify and enter a valid URL
Navigate webpages using the browser toolbar buttons
Utilize the side scroll bars
Identify and use hyperlinks to access other webpages
Open a webpage in a new tab
Navigate between open browser tabs
Social Media (Facebook, YouTube, Instagram, Twitter, etc)

28. WORD Processing & Documents
Create a new document
Open and edit a previously saved document
Use “save as” to give a document a new file name
Understand when to use “save” vs. “save as”
Identify the functions of the toolbar tabs and buttons (home, insert, design, page layout, review, view, table tools, picture tools)
Identify the basic keyboard shortcuts and functions
Access “print preview” and printing options (print entire document, selection, specific page(s), color, black & white, etc.)
Cloud computing (Google Drive, OneDrive, Dropbox, etc.)

29. Digital Citizenship & Participation
Demonstrate completing online forms
Engage with other learners through and other electronic means
Demonstrate the safe and cooperative use of technology (e.g., no credit cards, SS#, etc)
Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites
Use digital planning tools to manage individual or group learning projects
Demonstrate healthy digital time management habits
Discuss the effect of existing and emerging technologies on the world
Participate in a cooperative learning project in an online learning community

30. Mobile Devices
Appropriate tasks for mobile devices vs. desktop computers
Apps for skills, tasks, and leisure
Proper care and maintenance

31. Operating System Identify the operating system used
Perform proper computer actions such as shutdown, restart, log-on/log-off
Understand basic window views and actions (open, close, switch between multiple open windows, minimize/maximize views)
Identify drives available on a computer (network drives, hard drive, USB ports/drives)
Identify and access various default libraries and locations (My Documents, My Computer)
Access the start menu
Perform a file search
Access the help menu

32. Conducting Digital Research, Critical Thinking, Problem-Solving & Decision Making
Use digital resources to locate information related to a given career/life/financial issue (e.g., job openings, community event calendars)
Use graphical organizers and/or simulations to present information related to career/life/finance
Recognize the potential bias in digital resources (internet is not always true)
Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content

33. Cont.
Use digital resources to identify a critical career/life/financial issue and propose an appropriate solution
Independently apply digital tools and resources to address a variety of tasks and problems
Find and evaluate information related to career/life/financial issues using digital resources
Select and apply digital tools to collect, organize, and analyze data to evaluate career/life/financial issues
Identify and investigate career/life/financial issues and generate possible solutions using digital tools and resources
Conduct a career/life/financial experiment using digital instruments and measurement devices
Describe and illustrate a content-related concept or process using a model, simulation, or concept- mapping software regarding career/life/financial issues
Gather data, examine patterns, and apply information regarding career/life/financial issues for decision making using digital tools and resources
Employ data-collection technology to gather, view, analyze, and report results for career/life/financial issues
Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems regarding career/life/financial issues
Use collaborative electronic authoring tools to explore career/life/financial issues from multicultural perspectives with other learners

34. Creativity & Development
Illustrate and communicate original ideas and stories using digital tools and media-rich resources
In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area
Produce a media-rich digital story about a career/life/financial issues based on first- person interviews
Use digital-imaging technology to modify or create works of art for use in a digital presentation
Create original animations or videos documenting career/life/financial issues
Integrate a variety of file types to create and illustrate a document or presentation related to career/life/financial issues

35. Troubleshooting
Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems
Independently develop and apply strategies for identifying and solving routine hardware and software problems
Troubleshoot hardware, software, and network systems to optimize their use for learning and productivity

36. Best Practices Acquisition Generalization Explicit Instruction
Prompting Strategies
(SLP, SMP, CTD)
Task-Analytic Instruction
Visual Supports
Reinforcement of Skill Performance
General Case Method
Multiple Exemplars
Natural reinforcement
Train Loosely

37. https://www. smartinsights

38. Digital Agility
By teaching students digital literacy skills how to operate and use technology, they can guide their own learning and access their own supports
using a wide range of devices
using a wide range of platforms
being familiar with technology
using a wide range of strategies
having high levels of confidence in one’s
ability to use technology.
Digital inclusion does not have to be understood only through the dual lenses of deficits and barriers. Digital inclusion in education will not always entail us opening a door and teaching students, step by step, how to move though and past the threshold. Digital inclusion can take the form of our students using their learned digital skills to “break and enter” on their own terms. This is a cornerstone of an acquired learning process that will serve for a lifetime, and, I submit, is worthy for us to teach to our students.

39. Applications Use calendar Create a class Facebook group
Have students make posts and respond to posts
Use YouTube to post and access visual supports
Make PowerPoints, videos, and webcasts to demonstrate learning
Facetime/Google Hangout with others
Cloud computing for papers or practice completing online forms
Create a website

40. Future Digital Directions

41. Technology to Reduce Digital Demands
Mixed Reality Continuum (Milgram & Kishino, 1994)

43. Augmented Reality
Augmented reality (AR) technology and/or a medium using technology that combines a live view of the physical world, overlaid with digital information, which can include text, pictures, audio, and video (Craig, 2013).
There are 3 main types of input used to “trigger” an augmented response:
Marker-Based
Location-Based
Context-Aware

44. Wearables
Info pushed at you, for you
Real-time information

45. Doing It Right: Sexuality Education and Self-Determination
Victoria Slocum, University of Kentucky

46. Historical Perspective on Sexual Self-Advocacy
Students with intellectual and developmental disabilities typically do not have access to formal or even informal sexuality education
(Barnard-Bark, Schmidt, Chesnut, Wei, & Richman, 2014; Sinclair, Unruh, Lindstrom & Scanlon, 2015; Swango-Wilson, 2009)
Access to sexuality education is often limited by multiple barriers, including practitioner or parental personal beliefs and stereotypes
(Healy, McGuire, Evans & Carley, 2009; Lafferty, et al., 2012 ; McConkey & Ryan, 2001; Sinclair et al., 2015; Wilkenfeld & Ballan, 2011)
Caregivers and educators often assume that teaching sexuality education is primarily concerned with male and female sexual anatomy and the act of sexual intercourse
(Franco, Cardoso, & Neto, 2012)

47. Most, however, DO NOT implement sexuality education instruction.
Most educators and families believe that sexuality education is important for students with autism, intellectual, and developmental disabilities.
Suzie
Most, however, DO NOT implement
sexuality education instruction.
(NLTS-II; Barnard-Bark et al., 2014; Howard-Barr et al., 2005; Swango-Wilson, 2009)

48. Barriers to Access
Parents/family members/caregivers have not had training regarding sexuality education
Teachers, school nurses, therapists, etc. have not had training regarding sexuality education
Fear that if sexuality education is provided, students will be confused
Misconception that students with disabilities do not need sexuality education
Misconception that teaching sexuality education is only about teaching SEX
Suzie
(Sinclair, Unruh, Lindstrom & Scanlon, 2015)

49. Position Paper – Critical Issues Brief
Council for Exceptional Children Division on Autism and Developmental Disability (DADD)
Position Paper – Critical Issues Brief
“By providing a well thought out sexuality curriculum, persons with developmental disabilities can realize such important experiences as childbirth and marriage with greater success.”
Read critical issue brief at:

50. SIECUS Guiding Principles
All people have a right to education about sexuality, sexual health care, and opportunities for socializing and sexual expression.
School staff, caregivers and family members should receive comprehensive sexuality education and training in understanding sexual development, behavior, and health care needs for individuals with disabilities.

51. Minimum, essential content and skills for sexuality education K–12
Comprehensive sexuality education
Evidence-informed and theory driven
Clear, concise recommendations on what is age-appropriate to teach students at different grade levels (

52. Sexuality Education Programs
Include proper needs assessment (Schaafsma et al., 2013)
Be designed around needs of persons with ID (Löfgren-Mårtenson, 2011)
Include appropriate accommodations and modifications (Löfgren- Mårtenson, 2011)
Involve people with intellectual & developmental disabilities in designing programs (Schaafsma et al., 2013)
Have measurable outcomes to conduct proper evaluations (Schaafsma et al., 2013)
Emphasize positive perspective (Bernert & Ogletree, 2013)
Sexual self-determination
Sexual health

53. Sexuality Education Programs
Pacing of instruction
Reading level and comprehension
Visuals and environmental supports tailored to individual student
Structured instruction delivered in short time periods
Simple and concrete terms and materials
Student and family preferences
Repetition
Generalization
(National Research Council, 2001; Snell & Brown, 2006)

54. Self-Determination Problem Solving Setting Goals Evaluating Options
Opportunities
Positive Self-Perceptions
Relationships
Friendships, Dating, and Marriage
Parenthood
Healthy Choices
Personal Care and Hygiene
(Travers, Tincani, Schaefer Whitby & Boutet, 2014; Taylor, Richards & Brady, 2005)

55. Person Centered Planning
To look at an individual in a different way. To assist the focus person in gaining control over their own life. To increase opportunities for participation in the community. To recognize individual desires, interests, and dreams. Through team effort, develop a plan to turn dreams into reality.
(National Parent Center on Transition and Employment)

56. Self Advocacy Individual understanding his/her needs
Individual knowing what help or support will address those needs
Individual communicating needs

57. Sexuality and Relationship Education (SRE)
Research-based
Literature review
Grounded in Applied Behavior Analysis
Functional behavior assessment
Individual behavior plan
Task analysis
Social stories
Reproducible resources
This professional resource offers practical teaching advice geared towards the needs of young people on the autism spectrum. Beginning with information on good practice, policy, teaching methods and recent research, the book then divides into key sex education topics that assist professionals in developing their own individualized and developmentally appropriate curricula. Covering issues of gender, public and private, puberty, hygiene, emotions, sex and more, each topic provides an overview of the difficulties that children with autism might experience, discussion and activity ideas and photocopiable resources including instructional stories, checklists and illustrations. The final section demonstrates how to respond to ongoing patterns of inappropriate behaviour and put together a behaviour plan. Aiming to explain and support the child's developing sexuality while also addressing crucial issues of safety, this book is a much-needed teaching manual for all professionals working with children and young adults with autism including educators in mainstream and special education, psychologists, therapists and social workers.

58. Best Practices for Identifying Relevant SECONDARY TRANSITION Life skills for Teaching Students with ID David Test, University of North Carolina at Charlotte
1. Go to NTACT’s Effective Practices and Predictors Matrix:
2. Look under “Independent Living”
3. For each practice, you will find a:
Practice Description
Research to Practice Lesson Plan Starter OR
4. Go straight to the Research to Practice Lesson Plan Starters
0with%20https%20v2.pdf?file=1&type=node&id=1281
DT 10 minutes

60. Research Based Practices for Teaching Academics at the Secondary Level
Science
Time Delay to Teach Science Skills
Peer-Tutoring to Teach Science
Structured Inquiry to Teach Science
Graphic Organizers to Teach Science
Mnemonics to Teach Science
Math
Strategy Instruction to Teach Math
Anchored Instruction to Teach Math
Schema-Based Instruction to Solve Math Word Problems
Graduated Sequence of Instruction to Teach Math
Mnemonics to Teach Math
Self-Management Instruction to Teach Math
Simultaneous Prompting to Teach Math
TouchMath to teach Math Computation Skills
English
Graphic Organizers to Teach Reading Comprehension
Corrective Reading to Teach Reading Skills
Peer Tutoring to Teach Reading
Self-Monitoring to Teach Reading
Technology to Teach Reading Comprehension
Morphological Instruction to Teach Reading
Social Studies
Computerized Concept Mapping to Teach Social Studies
Mnemonics to Teach Social Studies Vocabulary
Supplemental Materials to Teach Social Studies
Peer-Tutoring to Teach Social Studies Content
Kelly (and add any specific practice or LP slides here)

63. Best Practices for SECONDARY TRANSITION Life skills Instruction for Students with Intellectual Disability
Always consider skills needed for future environments
Program for generalization
Use real environments
Teach self-management
Program common stimuli
etc….
Combine with academics
See STRAND I: Integrating Transition Content into Academic Instruction
Saturday, February 10, 8:00-11:30 AM, Room 23

64. Example: Language Arts Standard to Self-Determination Skill
Speaking & Listening Grade :
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Academic Context:
Identity project
Graduation project
Graduation plan development
Research project
Real life Skill:
Self-Determination
Communication
Instruction:
Student prepares to present at his/ her IEP meeting.

65. Embedding self-determination within academic instruction
Goal setting in teaching writing paragraph or persuasive essay
Self-awareness and self-advocacy through research and presenting ideas
Problem-solving applied in mathematics, science, and other content and teaching literature focused on problem solving by characters
Self advocacy and speaking/listening skills by using vocabulary of accommodations and strategies
Self-management by teaching note-taking strategies to use in class

66. Future Directions in SECONDARY TRANSITION Life Skills Instruction and Research for Students with ID
Conduct conceptual (systematic) replications of existing life skill studies
Conduct new studies with new life skills
No matter what, use the CEC/IES/WWC Quality Indicators when designing your studies
ALWAYS be ready to answer the “SO WHAT?” question

68. Questions?
Jordan Shurr, Central Michigan University,
Emily Bouck, Michigan State University,
David Cihak, Univeristi of Tennessee,
Victoria Slocum, University of Kentucky,
David Test, UNC Charlotte,
About 10 minutes