Evidence-Based Instructional Strategies for Transition

Overview

To meet the high-stakes requirements of IDEA s Indicator 13, professionals need proven and practical ways to support successful transitions for young adults with significant disabilities. Now there's a single guidebook to help them meet that critical goal-straight from David Test, one of today's most highly respected authorities on transitions to adulthood. Packed with down-to-earth, immediately useful transition strategies, this book has the evidence-based guidance readers need to help students with moderate and...

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Overview

To meet the high-stakes requirements of IDEA s Indicator 13, professionals need proven and practical ways to support successful transitions for young adults with significant disabilities. Now there's a single guidebook to help them meet that critical goal-straight from David Test, one of today's most highly respected authorities on transitions to adulthood. Packed with down-to-earth, immediately useful transition strategies, this book has the evidence-based guidance readers need to help students with moderate and severe disabilities prepare for every aspect of adult life, from applying for a job to improving social skills. Special educators, transition specialists, guidance counselors, and other professionals will discover how to align instruction with IDEA requirements. Get tips and tools to ensure full compliance with Indicator 13, including a checklist that shows at a glance whether an IEP meets the requirements. pinpoint student needs and interests with formal and informal assessment strategies. strengthen IEPs with measurable, relevant, and specific postsecondary goals. teach students the skills needed to succeed. Lesson plan starters, drawn from evidence-based practices identified by the National Secondary Transition Technical Assistance Center, make it easy to teach employment skills, life skills, and academic skills (see box). use the most effective instructional strategies, such as mnemonics, response prompting, peer assistance, visual displays, and computer-assisted instruction. assess effectiveness of instruction. Get a quick guide to the who, what, when, and why of data collection. increase student and family involvement in transition planning-the best way to ensure positive outcomes that reflect a student's individual choices. Readers will help make transition as seamless as possible with practical materials that guide the planning process, including IEP templates and worksheets, checklists and key questions

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Editorial Reviews

University of Northern Colorado - Diane Bassett
"This text provides literally dozens of practical strategies grounded in tested research and proven to aid students with disabilities in the transition process. A must for anyone who seeks clear and positive ways to improve students' skills."
Peabody College at Vanderbilt University - Erik Carter
"Incredibly practical, yet grounded solidly in the best of what we know works . . . For middle and high teachers committed to evidence-based instruction, this is the book to read."
VCU School of Education - Colleen A. Thoma
"An essential addition to the tool belt of anyone who is a transition stakeholder . . . If you are looking for a book that guides you step by step through the assessment, instructional delivery, and data collection/analysis processes, this is it."
University of Kentucky - Harold L. Kleinert
"Provides a wealth of information for teachers whose students are preparing for transition to adult life . . . an invaluable resource for practitioners."
Donna Wandry

"Dr. Test has built a bridge from transition-related research to practice in an exemplary fashion . . . This text provides a clear road map supported by the assurance that the path taken has a solid research foundation."
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Product Details

  • ISBN-13: 9781598571929
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 10/1/2011
  • Edition number: 1
  • Pages: 168
  • Sales rank: 1,011,431
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.40 (d)

Meet the Author

Teresa Grossi, Ph.D., is Director of the Center on Community Living and Careers at the Indiana Institute on Disability and Community at Indiana University.

Debra Hart is the Director of the Education and Transition Team for the Institute for Community Inclusion at the University of Massachusetts, Boston. She serves as the Principal Investigator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities, the ADD funded Consortium on Postsecondary Education for Individuals with Developmental Disabilities and Office of Postsecondary Education funded National Coordinating Center. Debra has over 25 years of experience working with youth and adults with disabilities, their families, faculty, and professionals that support youth in becoming contributing valued members of their community via participation in inclusive secondary and postsecondary education, and competitive employment. Since 1997, Ms. Hart has directed five federal grants designed to create access to postsecondary education for youth with intellectual disabilities.

Dr. David W. Test, Ph.D. Professor of Special Education at the University of North Carolina 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. Along with Dr. Nellie Aspel and Dr. Jane Everson he wrote the first transition methods textbook titled Transition Methods for Youth with Disabilities. Dr. Test currently serves as a Co-Principle Investigator (with Dr. Paula Kohler and Dr. Larry Kortering) of the National Secondary Transition Technical Assistance Center, Co-Director on the North Carolina Indicator 14, Postschool Outcomes Project (with Dr. Claudia Flowers), and the UNC Charlotte Doctoral Leadership Personnel Preparation Program (with Dr. Diane Browder). He and Dr. Bob Algozzine currently serve as co-editors of Career Development for Exceptional Individuals.

Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.

As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.

As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully.

He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employm

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Table of Contents

Series Preface
Editorial Advisory Board
About the Author
About the Contributors
Acknowledgments

1. Transition-Focused Education
David W. Test

Taxonomy for Transition Programming
Transition-Focused Education and Standards-Based Education
Overview of This Book
For Further Information

2. Transition Assessment for Instruction
Dawn A. Rowe, Larry Kortering, & David W. Test

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 Write Present Levels of Performance
Using Transition Assessment to Write Annual Individualized Education Program Goals
Using Transition Assessment to Determine Transition Services
Using Transition Assessment to Guide Instruction
Transition Assessment and Indicator 13
For Further Information

3. Teaching Strategies
Sharon M. Richter, April L. Mustian, & David W. Test

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 for Simulated Instruction and Community-Based Instruction
Task Analysis with Whole Task Chaining
Self-Management via Audio Prompting
Training for Generalization
Summary
For Further Information

4. Data Collection Strategies
Valerie L. Mazzotti & David W. Test

Dimensions of Behavior
Data Collection Strategies
Data Collection Issues
Summary
For Further Information

5. Student-Focused Planning
Nicole Uphold & Melissa Hudson

Student-Focused Planning
Rationale for Involving Students in Transition Planning
Steps for Involving Students in the Transition Planning Process
Summary
For Further Information

6. Student Development: Employment Skills
Allison Walker & Audrey Bartholomew

Least-To-Most Prompting
Community-Based Instruction
Computer-Assisted Instruction
Mnemonics
Response Prompting
Summary
For Further Information

7. Bound for Success: Teaching Life Skills
April L. Mustian & Sharon L. Richter

What Are Life Skills?
Why Is Life Skills Instruction Different?
Importance of Life Skills Instruction
Evidence-Based Practices in Life Skills Instruction
Types of Instruction Used in Life Skill Development
Summary
For Further Information

8. Strategies for Teaching Academic Skills
Allison Walker & Kelly Kelley

Self-Management
Technology-Based Instruction
Academic Peer Assistance
Visual Displays
Mnemonics
How Can Teachers Use These Interventions within One Lesson?
For Further Information

References
Index

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