# The Brookes Transition to Adulthood Series

## EVIDENCE-BASED Instructional Strategies FOR Transition

### Excerpted from Evidence-Based Instructional Strategies

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## Contents
1. **Transition-Focused Education**
   - Taxonomy for Transition Programming
   - Transition-Focused Education and Standards-Based Education
   - Overview of This Book  
2. **Transition Assessment for Instruction**
   - Transition Assessments: The Key to a Transition-Rich IEP  
   - Definition and Types of Transition Assessment  
   - Using Transition Assessment to Write Postsecondary Goals  
   - Using Transition Assessment to Write Present Levels of Performance  
   - Using Transition Assessment to Write Annual IEP Goals  
   - Summary
3. **Teaching Strategies**
   - Instructional Content: Finding Balance  
   - Community-Based and Community-Referenced Instruction  
   - Simulated Instruction
   - The Recommendation: Pair Simulated Instruction with Community-Based Instruction  
   - Selecting Evidence-Based Instructional Practices  
4. **Data Collection Strategies**
   - Dimensions of Behavior  
   - Data Collection Strategies  
   - Summary
5. **Student-Focused Planning**
   - Rationale for Involving Students in Transition Planning  
   - Steps for Involving Students in the Transition Planning Process  
   - Summary
6. **Student Development: Employment Skills**
   - Least-to-Most Prompting  
   - Community-Based Instruction  
   - Self-Management  
   - Computer-Assisted Instruction
7. **Bound for Success: Teaching Life Skills**
   - What Are Life Skills?  
   - Why Is Life Skills Instruction Different?
   - Importance of Life Skills Instruction  
   - Evidence-Based Practices in Life Skills Instruction
8. **Strategies for Teaching Academic Skills**
   - Self-Management  
   - Technology-Based Instruction  
   - Academic Peer Assistance  
   - Visual Displays

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## About the Author  
David W. Test, Ph.D., Professor of Special Education at the University of North Carolina (UNC) at Charlotte, teaches courses in single-subject research, transition, classroom management, and professional writing. The majority of Dr. Test’s publications have focused on self-determination, transition, community-based training, and supported employment.

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## Bound for Success: Teaching Life Skills

Life skills instruction is included in the student development category of the Taxonomy for Transition Programming (Kohler, 1996). Life skills are essential for all individuals, especially those with intellectual disabilities. Students with proficient life skills have better post-school outcomes.

### Evidence-Based Practices in Life Skills Instruction
Table 7.1. Evidence-based practices in life skills development

| Instructional strategy                  | Skill                                      |
|-----------------------------------------|------------------------------------------|
| Using backward chaining to teach        | Functional life skills                    |
| Using computer-assisted instruction to teach | Food preparation, cooking, grocery shopping skills  |
| Using community-based instruction to teach | Communication, community integration, functional life skills  |
| Using constant time delay to teach      | Applied math skills, banking skills, food preparation, leisure skills  |
| Using forward chaining to teach         | Home maintenance skills                   |
| Using response prompting to teach       | Food preparation, grocery shopping, social skills  |
| Using simulations to teach              | Banking skills, functional life skills    |

### Using the One-More-Than Strategy to Teach Purchasing Skills
**What is the evidence base?** Medium evidence based on moderate-quality studies. **Who was it implemented with?** Students with moderate intellectual disabilities.

**What is the practice?** Teach individuals to pay one more dollar than requested.

**How does this practice relate to Indicator 13?** Supports postsecondary independent living goals.

### Using Community-Based Instruction to Teach Grocery Shopping Skills  
**What is the evidence base?** A potential level of evidence based on acceptable studies.

**What is the practice?** Teaching functional skills in community where skills naturally occur.

### Using Constant Time Delay to Teach Banking Skills

**What is the practice?** Constant time delay involves different time delays to teach skills effectively.

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