EvidenceBased Practices in Student Development Sharon Richter, Allison Walker,

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Evidence-Based Practices in Student
DevelopmentSharon Richter, Allison Walker,
James WhiteNational Secondary Transition
Technical Assistance Center
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• Purpose
• Provide information and resources regarding
  evidence-based practices that support Student
  Development

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(No Transcript)
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• Evidence-Based Practice (EBP)
• Quality of Study
• Rigor of Research Design

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• Research to Practice Lesson Plan (RPLP) Starters

• Best evidence from research
• Functional life skills
• Includes lesson components and evaluation
  strategies to implement with students to foster
  student development
• www.nsttac.org

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• Student Development
• Teaching Life Skills
• Teaching Employment Skills Instruction
• Providing Career Vocational Curricula
• Structured Work Experience
• Providing Support Services
• Assessment

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• Teaching Life Skills

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• EBP Teaching Functional Life Skills
• Self-determination skills
• Self-advocacy skills
• Purchasing skills
• Budgeting and banking
• Community based instruction
• Leisure skills
• Independent living skills
• Self-care skills
• Student selected target behaviors

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Evidence-Based Student Development Practices
(Life Skills, Career/Vocational, Work
Experiences, Assessment, Support Services)

• General Practice 1 Teach self-determination
  skills (strong)
• Directly teach skills using small group or 11
  instruction
• Most common intervention involved teaching
  self-advocacy and choice-making
• Students ages 14-21, primarily labeled LD or MR,
  but some sensory impairments, EB/D, and TBI
• Settings classrooms and community settings

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Evidence-Based Student Development Practices

• General Practice 2 Teach self-advocacy skills
  (moderate)
• Directly teach self-advocacy skills using small
  group and/or 11 instruction using role-playing
  with feedback or use published curricula
• Specific skills to teach include assertiveness,
  identifying and redressing rights violations,
  requesting accommodations, and participating in
  education and transition planning processes
• Students ages 13-21, labeled LD, MR, VI, OH,
  SED, OHI
• Settings primarily classrooms with some
  community extensions

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Other Specific Curricula with Potentially
Moderate Evidence

• Next S.T.E.P Student Transition and Educational
  Planning (1 study)
• Self-Determination for Youth with Disabilities A
  Family Education Curriculum (1 study)
• Steps to Self-Determination (1 study)
• Take Action Making Goals Happen (1 study)
• TAKE CHARGE (middle grades 1 study)
• TAKE CHARGE for the Future (sophomores juniors
  1 study)
• Whose Future is it Anyway? (1 study)

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Evidence-Based Student Development Practices

• General Practice 3 Teach functional life
  skills (strong)
• Teach functional life skills using small group or
  11 instruction
• Directly instruct skills using task analysis,
  chaining, prompting strategies (time delay,
  modeling, least to most), and general case
  programming
• Skills include money and purchasing skills,
  street crossing, self-protection, leisure skills,
  domestic or home-keeping skills, and personal
  self-care
• Students ages 13-21,labeled mild cognitive
  disabilities, learning disabilities, autism,
  multiple disabilities, visual impairments
• Settings classrooms, community, recreation
  facilities, and home

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Evidence-Based Student Development Practices

• Specific Practice 1 Teach purchasing skills
  (strong)
• Teach purchasing skills using either
  modeling/verbal instruction or prompt fading
• Skills include teaching money skills only, using
  vending machines, ordering in restaurants, and
  making grocery/shopping center purchases
• Instruction works best if students have
  prerequisite money recognition skills
• Training is most effective with simulated plus
  in-vivo as opposed to simulated only
• Students labeled moderate to severe disabilities
  or mild to moderate disabilities, ages 6 to 74

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Evidence-Based Student Development Practices

• Specific Practice 2 Teach grocery shopping
  skills (moderate)
• Teach grocery skills using verbal instruction
  with modeling and role playing, videotape and
  slide show examples, backward chaining, and
  least-to-most prompting or time delay
  (progressive or constant) using 11 instruction
• Use adaptive shopping aids such as pictorial and
  handwritten shopping lists, pocket calculators,
  or the next-dollar strategy
• Students ages 8-49, labeled moderately
  intellectually disabled, severely intellectually
  disabled, autistic, and profoundly intellectually
  disabled
• Settings classroom, homes, and grocery stores
  (supermarket, small grocery store, or convenience
  store)

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Evidence-Based Student Development Practices

• Specific Practice 3 Use the Self-Determined
  Learning Model of
• Instruction (SDLMI) (moderate)
• What is my goal? (Setting a goal)
• What do you want to be able to do?
• What do you do now?
• What needs to change for you to learn to?
• What can you do to make this happen?
• What is my plan? (Planning)
• What can you do to get better at?
• What could keep you from taking action?
• What can you do to avoid this problem?
• When will you start doing this?
• What have I learned? (Adjusting plan or goal)
• What you have to do to get better at?
• What hard things are now easier?
• What has changed about what you know?

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• Research to Practice Lesson Plans
• One More Than technique for purchasing items
• Meal planning and nutrition
• Grocery aisle signs and locating items
• Bowling and pinball

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• Teaching Employment Skills Instruction

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• Providing Career Vocational Curricula

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• EBP Teaching Career Vocational Skills and
  Employment Skills Instruction
• Have students participate in vocational
  education/vocationally-oriented
  programs/curricula
• Have students learn vocational skills and job
  seeking skills training

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• Resources Related to Career Vocational Skills
  and Employment Skills Instruction
• Research to Practice Lesson Plan Starter
• Housekeeping and janitorial skills

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(No Transcript)
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• Resources Related to Career Vocational Skills
  and Employment Instruction
• Transition Programs
• Programs that teach school-to-work-related
  services or instruction to students with
  disabilities
• 18-21 Programs
• http//www.transitioncoalition.org/cgiwrap/tcacs/n
  ew/resources/resources/18-21programs/index.php?pag
  eSearch

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• Structured Work Experience

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• EBP Structured Work Experience
• Provide students with paid work experience
  (summer jobs, work study) while in high school

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• SPP Improvement Activities
• Improve data collection and reporting
• Improve systems administration and monitoring
• Provide training/professional development
• Provide technical assistance
• Clarify /examine/develop policies and procedures
• Program development
• Collaboration/coordination Evaluation
• Evaluation
• Increase/Adjust FTE
• Other Improvement Activities

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• A. Improve data collection and reporting
• E. Clarify /examine/develop policies and
  procedures
• Examples
• Provide training to LEAs to improve data
  collection for Indicator 13
• Provide training on how to develop IEP goals that
  match a students post-school goals
• Ensure that statewide IEP documents prompt
  practitioners to meaningfully include students in
  process at age 16

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• B. Improve systems administration and monitoring
• Examples
• Collect post-school outcome data to determine
  efficacy of educational programming for students
  with disabilities
• Investigate statewide monitoring system to
  determine linkages between transition programs,
  post-school outcomes, and drop out statistics

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• Provide training/professional development
• Provide technical assistance
• Examples
• Provide training to LEAs and practitioners
  related to evidence-based practices in Student
  Development
• Provide training to practitioners to utilize
  Indicator 13 checklist or other approved data
  collection system as a rubric to develop
  transition plans

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• E. Program development
• Examples
• Institute statewide endorsement of occupational
  diploma
• Adopt student-led IEP practices to increase
  self-determination among students with
  disabilities

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• G. Collaboration/coordination
• Examples
• Provide countywide transition information fairs
  to educate families about post-secondary
  opportunities
• Develop written agreements with local businesses
  to offer variety of employment experiences in
  community based instruction sites
• H. Evaluation
• Examples
• Evaluate district and state-level post-secondary
  outcome data and align with NLTS 2 findings

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• I. Increase/ Adjust Full Time Employment
• Examples
• Employ district level transition coordinators
• J. Other Improvement Activities
• Examples
• Inquire with NSTTAC about technical assistance
  needs in your state

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To Contact Us

• David Test, dwtest_at_uncc.edu
• Allison Walker, arwalke1_at_uncc.edu
• Sharon Richter, slmccorm_at_uncc.edu
• James White, jawhite_at_uncc.edu
• Catherine Fowler, chfowler_at_uncc.edu
• NSTTAC (www.nsttac.org)
• 704-687-8606
• 704-687-6327(TTY)
• 704-687-2916 (fax)