Lesson Plan Starters Organized by Taxonomy Area and Skill being Taught
NSTTAC Lesson Plan Starters
STUDENT-FOCUSED PLANNING
Involving Students in the IEP Process: IEP Development, IEP Meeting Involvement, Student Participation, and Planning Strategies
 IEP Meeting Participation Using Choicemaker Self-Directed IEP (1)
Allen, S., Smith, A., Test, D., Flowers, C., & Wood, W.(2002). The effects of .self-directed. IEP on student participation in IEP
meetings. Career Development for Exceptional Individuals, 24, 107-120.
Lesson Plan 1_and_8
 IEP Meeting Involvement Using Person-Centered Planning
Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the IEP/transition planning
process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.
Lesson Plan 2_27_35
 Transition Planning Involvement Using Take Charge for the Future
Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the Future: A controlled
field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24,
89-104.
Lesson Plan 3_29_33
 IEP Meeting Participation Using Self-Advocacy Strategy (1)
VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement
of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.
Lesson Plan 4_7_37_41
Using the Self-Advocacy Strategy
 IEP Meeting Participation Using Self-Advocacy Strategy (2)
Lancaster, P. E., Schumaker, J., & Deshler, D. (2002). The development and validation of an interactive hypermedia program for
teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277-302.
Lesson Plan 5
 IEP Meeting Participation Using Self-Advocacy Strategy (3)
VanReusen, A. K. & Bos, C. S. (1994). Facilitating student participation in individualized education programs through motivation
strategy instruction. Exceptional Children, 60, 466-475.
Lesson Plan 6
 IEP Meeting Participation Using Self-Advocacy Strategy (1)
VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement
of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1, 23-34.
Lesson Plan 4_7_37_41
Using the Self-Directed IEP
 IEP Meeting Participation Using Choicemaker Self-Directed IEP (1)
Allen, S., Smith, A., Test, D., Flowers, C., & Wood, W. (2002). The effects of .self-directed. IEP on student participation in IEP
meetings. Career Development for Exceptional Individuals, 24, 107-120.
Lesson Plan 1_and_8
STUDENT DEVELOPMENT
Employment Skills
WORK-RELATED BEHAVIORS
Job-Related Social/Communication Skills
 Vocational Social Skills
Clement-Heist, K., Siegel, S., & Gaylord-Ross, R. (1992). Simulated and in situ vocational social skills training for youths with
learning disabilities. Exceptional Children, 58, 336-345.
Lesson Plan 70
 Employment Communication Skills Using Dual Communication Boards
Heller, K. W., Allgood, M. H., Ware, S. P., & Castelle, M. D. (1996). Use of dual communication boards at vocational sites by
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 1 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
students who are deaf-blind. Re:View, 27(4), 180-191.
Lesson Plan 71
Self-Management on the Job
 Making Sack Lunches
Agran, M., Fodor-Davis, J., Moore, S., & Martella, S. (1992). Effects of a peer-delivered self-instructional training on a lunch-making
work task for students with severe disabilities. Education and Training in Mental Retardation, 27, 230-240.
Lesson Plan 72
 Washer Machine Usage
Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C. & Ritts, C. (1990). Generalized use of a self-operated audio prompting
system. Education and Training in Mental Retardation, 25, 381-389.
Lesson Plan 73
 Job Skills Using Computer Based Instruction
Mechling, L. C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual
disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 2437.
Lesson Plan 74
 Preparing Breakfast Using Tactile Cues
Taylor, R. G. (1987). Teaching a severely handicapped deaf-blind young woman to prepare breakfast foods.Journal of Visual
Impairment and Blindness, 81(2), 67-69.
Lesson Plan 75
Job Seeking Skills
 Job Application Completion
Nelson, J. R., & D. J. Smith (1994). The effects of learning strategy instruction on the completion of job applications by
students. Journal of Learning Disabilities 27, 104-110.
Lesson Plan 76
Occupation Specific Employment Skills
 Collating Photocopies
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 77_83
 Job Skills Using Computer Based Instruction
Mechling, L. C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual
disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 2437.
Lesson Plan 78
 Cleaning Bathroom Mirror, Sink, and Toilet
Mitchell, R. J., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Teaching vocational skills with a faded auditory prompting
system. Education and Training in Mental Retardation, 35, 415-427.
Lesson Plan 79
 Employment Skills Using a Palmtop Computer
Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D., Stock, S., & Fischer, S. (2005). Promoting independent
performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of
Special Education Technology, 20(2), 5-14.
Lesson Plan 80
 Hair Salon Skills
Westerlund, D., Granucci, E. A., Gamache, P., & Clark, H. B. (2006). Effects of peer mentors on work-related performance of
adolescents with behavioral and/or learning disabilities. Journal of Positive Behavior Interventions, 8, 244-251.
Lesson Plan 81
LIFE SKILLS INSTRUCTION
Leisure Skills
 Choice Making in Leisure Skills
Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Selfinitiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 2 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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Mentally Retarded, 21, 259-264.
Lesson Plan 10_22
Leisure Skills (Bowling, Pinball)
Vandercook, T. (1991). Leisure instruction outcomes: Criterion performance, positive interactions, and acceptance by typical high
school peers. The Journal of Special Education, 25, 320-339.
Lesson Plan 11
Leisure Game Skills
Wall, M.E., Gast, D.L., & Royston, P.A. (1999). Leisure skills instruction for adolescents with severe or profound developmental
disabilities. Journal of Developmental and Physical Disabilities, 11,193-219.
Lesson Plan 12
Social Skills
 Social Communication Skills at Lunch and Dinner
Embregts, J.C.M. (2000).Effectiveness of video feedback and self-management on inappropriate social behavior of youth with
mild mental retardation. Research in Developing Disabilities, 21, 409-423.
Lesson Plan 13
 Communication Skills
Lamb, S. J., Bibby, P. A., & Wood, D. J. (1997): Promoting the communication skills of children with moderate learning
difficulties. Child Language Teaching and Therapy, 13, 261-78.
Lesson Plan 14
 Game Related Social Skills
Moore, R. J., Cartleledge, G., & Heckaman, K. (1995). The effects of social skill instruction and self-monitoring on game-related
behaviors of adolescents with emotional or behavioral disorders. Behavioral Disorders, 20, 253-266.
Lesson Plan 15
 Everyday Conversational Skills
Plienis, A. J., Hansen, D. J., Ford, F., & Smith, S. (1987). Behavioral small group training to improve the social skills of emotionallydisordered adolescents. Behavior Therapy, 12, 17-32.
Lesson Plan 16
Self-Determination Skills
 Self-Determination Component Skills
Abery, B., Rudrud, L., Arndt, K., Schauben, L., & Eggebeen, A. (1995). Evaluating a multicomponent program for enhancing the
self-determination of youth with disabilities. Intervention in School and Clinic, 30, 170-179.
Lesson Plan 17
 Self-Knowledge, Communication, Life Skills, and Goal Setting
Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-determination in young adults with autism. Focus on
Autism and Other Developmental Disabilities, 14, 42-52.
Lesson Plan 18
 Self-Determination for Secondary School Students
Hoffman, A., & Field, S. (1995). Promoting self-determination through effective curriculum development. Intervention in School
and Clinic, 30, 134-141.
Lesson Plan 19
Choice Making
 Choice Making for Students with Severe Disabilities(1)
Browder, D. M., Cooper, K. J., & Lim, L. (1998). Teaching adults with severe disabilities to express their choice of settings for
leisure activities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 228-238.
Lesson Plan 20
 Choice Making in Residential Preferences
Foxx, R. M., Faw, G. D., Taylor, S., Davis, P. K., & Fulia, R. (1993). Would I be able to? Teaching clients to assess the availability of
their community living life style preferences. American Journal on Mental Retardation, 98, 235-248.
Lesson Plan 21
 Choice Making in Leisure Skills
Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Selfinitiated and sustained leisure activity participation by students with moderate/severe handicaps.Education and Training of the
Mentally Retarded, 21, 259-264.
Lesson Plan 10_22
 Choice Making and Turn-Taking
Sigafoos, J., Roberts, D., Couzens, D., Kerr, M. (1993). Providing opportunities for choice-making and turn-taking to adults with
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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multiple disabilities. Journal of Developmental and Physical Disabilities, 5, 297-309.
Lesson Plan 23
Choice Making for Students with Severe Disabilities
(2) Stafford, A. M., Alberto, P. A., Fredrick, L. D., Heflin, F.J., & Heller, K. W. (2002). Preference variability and the instruction of
choice making with students with severe intellectual disabilities. Education and Training in Mental Retardation and
Developmental Disabilities, 37(1), 70-88.
Lesson Plan 24
Decision Making
 Decision Making and Goal Setting
Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of
students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.
Lesson Plan 25_28_36
Goal Setting
 IEP Daily Goal Attainment
German, S. L., Martin, J. E., Marshall, L. H., & Sale, P. R. (2000). Promoting self- determination: Using Take Action to teach goal
attainment. Career Development for Exceptional Individuals, 23, 27-38.
Lesson Plan 26
 IEP Meeting Involvement Using Person-Centered Planning
Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the IEP/transition planning
process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.
Lesson Plan 2_27_35
 Decision Making and Goal Setting
Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of
students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.
Lesson Plan 25_28_36
 Transition Planning Involvement Using Take Charge for the Future
Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the Future: A controlled
field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24,
89-104.
Lesson Plan 3_29_33
 Transition Planning Involvement Using Whose Future Is It Anyway?
Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career
Development for Exceptional Individuals, 18, 69-83.
Lesson Plan 30_34_38
Problem Solving
 Problem Solving to Complete an Independent Living Task
Hughes, C., Hugo, K., & Blatt, J. (1996). Self-instructional intervention for teaching generalized problem-solving within a functional
task sequence. American Journal on Mental Retardation, 100, 565-579.
Lesson Plan 31
 Problem Solving
Prater, M.A., Bruhl, S., & Serna, L.A. (1998). Acquiring social skills through cooperative learning and teacher-directed
instruction. Remedial and Special Education, 19, 160-172.
Lesson Plan 32
 Transition Planning Involvement Using Take Charge for the Future
Powers, L.E., Turner, A, Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the Future: A controlled
field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals,
24, 89-104.
Lesson Plan 3_29_33
 Transition Planning Involvement Using Whose Future Is It Anyway?
Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career
Development for Exceptional Individuals, 18, 69-83.
Lesson Plan 30_34_38
Self-Awareness
 IEP Meeting Involvement Using Person-Centered Planning
Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the IEP/transition planning
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 4 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.
Lesson Plan 2_27_35
Decision Making and Goal Setting
Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of
students, teachers, and parents perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.
Lesson Plan 25_28_36
IEP Meeting Participation Using Self-Advocacy Strategy
(3) VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the
involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning
Disabilities, 1, 23-34.
Lesson Plan 4_7_37_41
Transition Planning Using Whose Future Is It Anyway?
Wehmeyer, M., & Lawrence, M. (1995). Whose Future is it Anyway? Promoting student involvement in transition planning. Career
Development for Exceptional Individuals, 18, 69-83.
Lesson Plan 30_34_38
Self-Advocacy Skills
For additional and related plans, see IEP Development Student Participation Strategies in Student Focused Planning section of the Research
to Practice Lesson Plan Library. See also: IEP Development Student Participation Strategies in Student Focused Planning section of the
Research to Practice Lesson Plan Library.
 Help Recruiting Skills
Balcazar, F. E., Fawcett, S. B., & Seekins, T. (1990). Teaching people with disabilities to recruit help to attain personal
goals. Rehabilitation Psychology, 36, 31-41.
Lesson Plan 39
 Social Competence
Castles, E. E., & Glass, C. R. (1986). Training in social and interpersonal problem- solving skills for mildly and moderately mentally
retarded adults. American Journal of Mental Deficiency, 91, 35-42.
Lesson Plan 40
 IEP Meeting Participation Using Self-Advocacy Strategy
(3) VanReusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the
involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning
Disabilities, 1, 23-34.
Lesson Plan 4_7_37_41
Independent Living Skills
 Paying Attention to the Environment
Frea, W. D., (1997). Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the
Association for Persons with Severe Handicaps, 22, 28-35.
Lesson Plan 42
 Opening a Locker
Fetko, K.S., Schuster, J.W., Harley, D.A., & Collins, B. (1999). Using simultaneous prompting to teach a chained vocational task to
young adults with severe intellectual disabilities, Education and Training in Mental Retardation and Developmental Disabilities,
34, 318-329.
Lesson Plan
Money (Banking & Purchasing)
 Withdrawing Money from an ATM
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 43_67_82
 Cashing Checks and Using an ATM
McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching
banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.
Lesson Plan LessonPlanMcDonnellFergusonbanking
 Budgeting and Banking skills
Cuvo, A. J., Davis, P., & Gluck, M. S. (1991). Cumulative and interspersal task sequencing in self-paced training for persons with
mild handicaps. Mental Retardation, 29, 335-342.
Lesson Plan 44
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October 25, 2012
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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Purchasing Using a Debit Card
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 45
Purchasing Using the One-More-Than technique
Denny, P., & Test, D. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental
retardation: A systematic replication. Education & Treatment of Children, 18, 422-32.
Lesson Plan 46
Purchasing Using the Counting-On Strategy
Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use
counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.
Lesson Plan LessonPlanCihakandGrim2008nextdollar
Purchasing Items Using the Next Dollar Strategy
Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with
disabilities. The Journal of Special Education, 30, 305-318.
Lesson Plan LessonPlanColyerCollinsnextdollar
Purchasing Skills Using Videotape Modeling and In Vivo Instruction
Haring, T.G., Breen, C. G., Weiner, J., Kennedy, C. H., & Bednersh, F. (1995). Using videotape modeling to facilitate generalized
purchasing skills. Journal of Behavioral Education, 5, 29-53.
Lesson Plan 47
Purchasing Skills Across Community Settings
Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across
community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.
Lesson Plan 48_84
Grocery Shopping (Specific Purchasing Skill)
 Shopping List Preparation, Locating, and Purchasing Items
Gaule, K., Nietupski, J., & Certo, N. (1985). Teaching supermarket shopping skills using an adaptive shopping list. Education and
Training of the Mentally Retarded, 20, 53-59.
Lesson Plan 49
 Grocery Shopping Using Computer Based Instruction
Mechling, L. C., Gast, D. L., & Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual
disabilities to read grocery aisle signs and locate items. The Journal of Special Education, 35, 224-240.
Lesson Plan 50
 Purchasing Grocery Items
Nietupski, J., Welch, J., & Wacker, D. (1983). Acquisition, maintenance, and transfer of grocery item purchasing skills by
moderately and severely handicapped students. Education and Training of the Mentally Retarded, 18, 279286.
Lesson Plan 51
 Selecting Lower Priced Grocery Items
Sandknop, P. A., Schuster, J. W., Wolery, M., & Cross, D. P. (1992). The use of an adaptive device to teach students with moderate
mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27, 219-229.
Lesson Plan 52
Home Maintenance Skills
 Housekeeping Skills (Cleaning and Laundry)
Cuvo, A. J., Davis, P. K., O'Reilly, M. F., Mooney, B. M., & Crowley, R. (1992). Promoting stimulus control with textual prompts and
performance feedback for persons with mild disabilities. Journal of Applied Behavior Analysis, 25, 477-489.
Lesson Plan 53
 Housekeeping Skills (Housekeeping and Janitorial)
Domaracki, J. W. & Lyon, S. R. (1992). A comparative analysis of general case simulation instruction and naturalistic
instruction. Research in Developmental Disabilities, 13, 363-379.
Lesson Plan 54
 Home Maintenance Skills Using a Digivox
Mechling, L. C. & Gast, D. L. (1997). Combination audio/visual self-prompting system for teaching chained tasks to students with
intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 138-153.
Lesson Plan 55
 Laundry Skills
Taylor, P., Collins, B. C., Schuster, J. W., & Kleinert, H. (2002). Teaching laundry skills to high school students with disabilities:
Generalization of targeted skills and nontargeted Information. Education and Training in Mental Retardation and Developmental
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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Disabilities, 37, 172-183.
Lesson Plan 56_85
Laundromat Skills
McDonnell, J., & McFarland, S. (1988). A comparison of forward and concurrent chaining strategies in teaching laundromat skills
to students with severe handicaps. Research in Developmental Disabilities, 9, 177-194.
Lesson Plan McDonnellandMcFarland1988laundromat
Meal Planning and Preparing
 Meal Planning and Nutrition
Arnold-Reid, G. S., Schloss, P. J., & Alper, S. (1997). Teaching meal planning to youth with mental retardation in natural
settings. Remedial and Special Education, 18, 166-173.
Lesson Plan 57
 Making Chocolate Milk
Fiscus, R. S., Schuster, J. W., & Morse, T. E. (2000). Teaching elementary students with cognitive disabilities food preparation skills
while embedding instructive feedback in the prompt and consequence event. Education and Training in Mental Retardation and
Developmental Disabilities, 37, 55-69.
Lesson Plan 58
 Preparing a Snack & Drink
Bozkurt, F., & Gursel, O. (2005). Effectiveness of constant time delay on teaching snack and drink preparation skills to children
with mental retardation. Education and Training in Developmental Disabilities, 40, 390-400.
Lesson Plan LessonPlanBozkurt2005makingsandwichdrinkserving
 Baking Microwave Cake
Trask-Tyler, S. A., Grossi, T. A., &. Heward, W. A. (1994). Teaching young adults with developmental disabilities and visual
impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills. Journal of Behavioral
Education, 4, 283-311.
Lesson Plan 59
 Cooking Skills
Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2006). Using video prompting to teach cooking skills to secondary
students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34-46.
Lesson Plan GravesCollinsSchusterKleinert2005cookingandvideopromptinglessonplan
 Cooking Skills
Mechling, L. C., Gast, D. L., & Field, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt
cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190.
Lesson Plan 59b
 Mechling, L. C., & Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video
recipes. Education and Training in Developmental Disabilities, 44, 218-236.
Lesson Plan CookingWithVideoRecipes
 Mechling, L. C., Gast, D. L., & Field, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt
cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190.
Lesson Plan CookingSkillsSelfPrompting
Restaurant Skills
 Ordering in a Restaurant
Mechling, L. C., & Cronin, (2006). Computer-based video instruction to teach the use of augmentative and alternative
communication devices for ordering at fast food restaurants. The Journal of Special Education, 39, 234-245.
Lesson Plan 60
Safety Skills
 Public Telephone Usage
Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching
generalized safety skills. Education and Training in Mental Retardation, 28, 128-142.
Lesson Plan 61
 Crossing the Street
Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching
generalized safety skills. Education and Training in Mental Retardation, 28, 128-142.
Lesson Plan 62
 Cell Phone Usage When Lost
Taber, T. A., Alberto, P. A., Seltzer, A., & Hughes, M. (2003). Obtaining assistance when lost in the community using cell
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.
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phones. Research and Practice for Persons with Severe Disabilities, 28, 105-116.
Lesson Plan 63
Cell Phone Usage When Lost
Taber, T. A., Alberto, P. A., Hughes, M., &. Seltzer, A. (2002). A strategy for students with moderate disabilities when lost in the
community. Research and Practice for Persons with Severe Disabilities, 27, 141-152.
Lesson Plan LessonPlanTaberAlbertolostincommunity
Teach students first-aid skills for treating a minor cut
Gast, D. L., Winterling, V., Wolery, M., & Farmer, J. A. (1992). Teaching first-aid skills to students with moderate handicaps in
small group instruction. Education and Treatment of Children, 15, 101-124.
Lesson Plan 63b
Teach students how to respond appropriately to potentially dangerous situations (i.e., removing and discarding broken materials
safely)
Winterling, V., Gast, D. L., Wolery, M., & Farmer, A. (1992). Teaching safety skills to high school students with moderate
disabilities. Journal of Applied Behavior Analysis, 25, 217-227.
Lesson Plan 63c
Reading of key words from product warning labels
Collins, B. C., & Stinson, D.M. (1994-1995). Teaching generalized reading of product warning labels to adolescents with mental
disabilities through the use of key words. Exceptionality, 5, 163-181.
Lesson Plan WarningLabel
Emergency fire-safety skills
Jones, R. T., Van Hasselt, V. B., & Sisson, L. A. (1984). Emergency fire-safety skills: A study with blind adolescents. Behavior
Modification, 8, 59-78.
Lesson Plan FireSafety
Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities
Mechling, L. C., Gast, D. L., & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to
individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 44, 67-79.
Lesson Plan CookingFires
Self-Care Skills
 Teaching Dressing Skills
Hughes,M. W., Schuster, J.W., & Nelson, C. M. (1993). The acquisition of independent dressing skills by students with multiple
disabilities. Journal of Developmental and Physical Disabilities, 5, 233-252.
Lesson Plan HughesSchusterNelson1993LessonPlan
 Preventing Home Accidents
O'Reilly, M. F., Green, G., & Braunling-McMorrow, D. (1990). Self-administered written prompts to teach home accident
prevention skills to adults with brain injuries. Journal of Applied Behavior Analysis, 23, 431-446.
Lesson Plan LessonPlanOReilly1990homesafety
Functional Reading Skills
 Reading Functional Weather Sight Words
Browder, D. M., & Shear, S. M. (1996). Interspersal of known items in a treatment package to teach sight words to students with
behavior disorders. The Journal of Special Education, 29, 400-413.
Lesson Plan 64
 Reading Grocery Signs Using Computer Based Instruction
Mechling, L. C., Gast, D. L., & Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual
disabilities to read grocery aisle signs and locate items. The Journal of Special Education, 35, 224-240.
Lesson Plan 65
 Reading Functional Recreation Sight Words
Schloss, P. J., Alper, S., Young, H., Arnold-Reid, G., Aylward, M., & Dudenhoeffer, S. (1995). Acquisition of functional sight words in
community-based recreation settings. The Journal of Special Education, 29, 84-96.
Lesson Plan 66
Functional Math Skills
 Withdrawing Money from an ATM
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 43_67_82
 Cashing Checks and Using an ATM
McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 8 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.




banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.
Lesson Plan LessonPlanMcDonnellFergusonbanking
Purchasing Grocery Items
Nietupski, J., Welch, J., & Wacker, D. (1983). Acquisition, maintenance, and transfer of grocery item purchasing skills by
moderately and severely handicapped students. Education and Training of the Mentally Retarded, 18, 279286
Lesson Plan 68
Purchasing Items Using One-More-Than Technique
Denny, P., & Test, D. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental
retardation: A systematic replication. Education & Treatment of Children, 18, 422-32.
Lesson Plan 46
Purchasing Using the Counting-On Strategy
Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use
counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.
Lesson Plan LessonPlanCihakandGrim2008nextdollar
Purchasing Items Using the Next Dollar Strategy
Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with
disabilities. The Journal of Special Education, 30, 305-318.
Lesson Plan LessonPlanColyerCollinsnextdollar
FAMILY INVOLVEMENT

Parent Involvement in the Transition Process
Using Training Modules to Promote Parent Involvement in the Transition Process
Training Modules
PROGRAM STRUCTURE
Community-Based Instruction
 Withdrawing Money from an ATM
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 43_67_82
 Cashing Checks and Using an ATM
McDonnell, J. J., & Ferguson, B. (1989). An comparison of time delay and decreasing prompt hierarchy strategies in teaching
banking skills to students with moderate handicaps. Journal of Applied Behavior Analysis, 22, 85-91.
Lesson Plan LessonPlanMcDonnellFergusonbanking
 Collating Photocopies
Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community based instruction. Research in Developmental Disabilities, 25, 67-88.
Lesson Plan 77_83
 Purchasing Skills Across Community Settings
Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across
community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.
Lesson Plan 48_84
 Purchasing Using the Counting-On Strategy
Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use
counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.
Lesson Plan LessonPlanCihakandGrim2008nextdollar
 Purchasing Items Using the Next Dollar Strategy
Colyer, S. P., & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with
disabilities. The Journal of Special Education, 30, 305-318.
Lesson Plan LessonPlanColyerCollinsnextdollar
 Laundry Skills
Taylor, P., Collins, B. C., Schuster, J. W., & Kleinert, H. (2002). Teaching laundry skills to high school students with disabilities:
Generalization of targeted skills and nontargeted Information. Education and Training in Mental Retardation and Developmental
Disabilities, 37, 172-183.
Lesson Plan 56_85
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 9 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.

Laundromat Skills
McDonnell, J., & McFarland, S. (1988). A comparison of forward and concurrent chaining strategies in teaching laundromat skills to
students with severe handicaps. Research in Developmental Disabilities, 9, 177-194.
Lesson Plan McDonnellandMcFarland1988laundromat
Lesson Plan by Taxonomy. www.tr4y.org. CESA #10, Chippewa Falls, WI/M. Kampa
October 25, 2012
Page 10 of 10
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H323A070022-11 and made possible by
State Personnel Development Grant 12-9912-SPDG.