Test teaching life skills.pdf
The Brookes Transition to Adulthood Series
EVIDENCE-BASED Instructional Strategies FOR Transition
by David W. Test, Ph.D.
The University of North Carolina at Charlotte
Baltimore • London • Sydney
with invited contributors
Excerpted from Evidence-Based Instructional
Transition-Focused Education
1. Transition-Focused Education
- Taxonomy for Transition Programming
- Transition-Focused Education and Standards-Based Education
- Overview of This Book
- For Further Information
2. Transition Assessment for Instruction
- Transition Assessments: The Key to a Transition-Rich Individualized Education Program
- Definition and Types of Transition Assessment
- Using Transition Assessment to Write Postsecondary Goals
- Using Transition Assessment to Guide Instruction
- For Further Information
3. Teaching Strategies
- Instructional Content: Finding Balance
- Community-Based and Community-Referenced Instruction
- Simulated Instruction
- Selecting Evidence-Based Instructional Practices for Simulated Instruction and Community-Based Instruction
- Task Analysis with Whole Task Chaining
- Self-Management via Audio Prompting
- Summary
- For Further Information
4. Data Collection Strategies
- Dimensions of Behavior
- Data Collection Strategies
- Summary
5. Student-Focused Planning
- 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
- Mnemonics
- Summary
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
Bound for Success: Teaching Life Skills
Life skills instruction is included in the student development category of the Taxonomy for Transition Programming (Kohler, 1996).
WHAT ARE LIFE SKILLS?
Life skills are essential to life for all individuals, including those with intellectual disabilities. Life skills can be broadly classified into five clusters:
- Self-care and domestic living
- Recreation and leisure
- Communication and social skills
- Vocational skills
- Skills for community participation
WHY IS LIFE SKILLS INSTRUCTION DIFFERENT?
Life skills are generally learned so individuals can participate fully in their communities. Traditional classroom instruction can be adapted to teach these skills effectively, such as role-playing and using real-life scenarios.
IMPORTANCE OF LIFE SKILLS INSTRUCTION
Students with proficient life skills have better post-school outcomes, including higher quality of life and engagement in postsecondary education and employment.
EVIDENCE-BASED PRACTICES IN LIFE SKILLS INSTRUCTION
The National Secondary Transition Technical Assistance Center (NSTTAC) has identified various evidence-based practices for teaching life skills.
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 and cooking skills |
| Using community-based instruction to teach | Communication skills |
| Using constant time delay to teach | Applied math skills |
| Using forward chaining to teach | Home maintenance skills |
| Using general case programming to teach | Safety skills |
| Using video modeling to teach | Food preparation and cooking skills |
Using the One-More-Than Strategy to Teach Purchasing Skills
What is the evidence base?
Moderate level based on three moderate-quality studies with students ages 14 to 17.
Practice Description
This strategy teaches students to pay one dollar more than the item cost.
Implementation
Used in community settings and schools to aid functional money use.
Figure 7.1. Practice description for teaching purchasing skills.
Using Constant Time Delay to Teach Banking Skills
What is the evidence base?
Level based on two acceptable quality single-subject studies.
Practice Description
CTD utilizes a zero-second delay followed by fixed time delays.
Implementation
Used in self-contained classrooms and community settings for banking tasks.
Figure 7.3. Practice description for using constant time delay to teach banking skills.
Cashing Checks and Using an ATM
Objective:
To teach students how to make cash withdrawals and write checks.
Setting:
At a bank.
Materials Needed:
- ATM card
- Check writing materials
Task Analysis Steps:
- Insert your ATM card.
- Enter your PIN.
- Follow prompts for withdrawal.
Using Community-Based Instruction to Teach Grocery Shopping Skills
What is the evidence base?
Based on multiple studies with ages ranging from 16 to 20.
Practice Description
Instruction should mimic naturally occurring contexts in grocery stores.
Summary
Effective teaching of life skills should be part of a student’s transition plan. Considerations like cost-efficiency and accessibility are important for planning instructional strategies.