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What is Life Skills? Life Skills refers to a focus of intensely integrating real life applications in all curriculum areas. The content of this website is to assist the teacher in providing instruction to students who are performing significantly below grade level. The aim is to provide standards based instruction in a format accessible to the special education student with moderate to severe learning challenges.
Teaching Functional Life Skills to Youth with Disabilities This practice-based systematic review summarizes the scientifically-based research studies that have been produced in the past two decades focused on the effects of interventions associated with domestic/self-help life skills curricula, community participation life skills curricula, and recreation/leisure life skills curricula, on secondary-aged youth with disabilities. Morgen Alwell (Appalachian State University) and Brian Cobb (Colorado State University).
Life Skills Mastery for Students with Special Needs. ERIC Digest #E469
Casey Life Skills Resources - Descriptions of Resource Materials and How to Access Them
Cross Curricular- NEWS 2 YOU Current events newspaper universally designed for its readers. News-2-You®’s curriculum is standards/IEP-oriented. It is being used globally to achieve (and measure) communication and academic goals. .
Doorway Online-is a new collection of free learning activities provided by the Scottish Borders Council. The suite comprises highly accessible educational activities that learners will find easy to use independently. Each exercise has range of accessibility and difficulty options. Literacy, math, touch typing and memory/matching
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.
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.
Starfall.com is a free public service to motivate children to read with phonics. Our systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, ...
Grammar Blast - grades 2-5, basic sentence, nouns, pronouns, adjectives, capitalization, punctuation, verbs, adverbs, and prepositions- grouped according to grade. 10 question quizzes
Bright Ideas for Writing- from Houghton Mifflin Company, grades 1-2, and 3-5
Graphic Organizers- a long varied selection of graphic organizers
More Graphic Organizers- many formats, from Time for Kids, but can be used in many contexts.
Reading, Writing and Vocabulary Development- Great worksheets from Time for Kids to develop vocabulary and reading skills using news events and non fiction topics. Cross curricula topics grouped by topic and grade K-1/2/3-4/5-6.
Tar Heal Reader -Books for Beginner Readers of all ages, a collection of free, easy-to-read, and accessible books on a wide range of topics.
http://www.storylineonline.net/- w/ downloadable activity guides .Ex. Polar Express read to by actors from the Screen Actors Guild. Classic children's stories. ageless in my opinion
Math- NEWS 2 YOUCoin Counting-http://www.vectorkids.com/cardsaddsub.htm, Drag a coin from the dispenser to the board. The number and dollar amount of the coins will be calculated. Drag a coin to the deposit slot to remove a coin from play. Press the piggy bank button to clear the board and start over.
Coin Cards- good quality coin pictures
Money (Banking & Purchasing)
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.
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.
Savings Account, Bill Paying, and Money Order 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.
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.
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.
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.
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.
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.
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.
Grocery Shopping Using Computer Based Instruction Objective: To teach students to prepare a shopping list, locate and obtain items from the supermarket, and purchase obtained items.
Purchasing Grocery Items Objective: To teach students grocery purchasing skills using a calculator. 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.
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.
My Math Page-This site references math research,strategies, learning materials, resources , focusing on Math Learning Differences and related material.
vectorkids: addition and subtraction flashcards
http://www.vectorkids.com/vkfractions.htm The yellow pieces are the part of the pie that are left. The total number of pieces are given. Find the fraction by entering the part divided by the whole.
Science- NEWS 2 YOUTeaching Food Safety SOS Safe or Sorry- Full Curriculum- 147 pages pdf.
Food Safety Print Materials-http://www.health.state.mn.us/foodsafety/materials.html
Germ Survivor Quiz-food and food prep safety
Nutrition- Put a major classroom focus on the food pyramid which opens the doors to instruction in word reading, categorizing (food groups), food preparation, reading a recipe, measurement, shopping, price comparison, where foods come from (geography-manufacturing), food safety, kitchen safety, selecting a balanced meal, link fitness to diet... News @ You has a weekly picture recipe.
Team Nutrition- http://teamnutrition.usda.gov/
My Pyramid- http://www.mypyramid.gov/
Dole Super kids-http://www.dole.com/#/superkids
Fresh From the World - Where Does Your Food Come From This is for fourth and fifth graders but can certainly be adapted to other grade levels. The program is interdisciplinary and designed to introduce students to the history of many of our favorite foods as well as their origins. This website will enhance student's math, science, geography, language arts, and social sciences skills. Teacher's guide.
Food Fun From Apples to Zucchini lots of interactive and print activities about foods and food groups. Teacher guide
Food for Thought - Food related topics, food groups, recipes, nutrition.
The Great Corn Adventure will help your students learn: teachers guide. The history of corn, corn is an important grain around the world., how corn grows and its various stages of growth, how corn is harvested, the many uses of corn, and the distribution of corn from the field to consumer. cross curriculum.
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.
The Great Plant Escape- Unlock the amazing mysteries of plant life in this interactive website.
Walk in the Woods is designed for third through fifth grade students to gain an appreciation of nature. Sometimes students are not able to go to a forest preserve or woods, so this brings the woods to them. teachers guide Students will: Identify different living organisms, plants and animals in the woods. Demonstrate an awareness of conservation and protection of renewable and non-renewable resources
The Adventures of Herman- Worm Farming- Student will: Classify familiar organisms and describe their life cycles. Use observation, classification and measurements to answer questions about soil and the earth. teachers guide
Let's Talk About Insects is designed to help students ages 9-11 years of age gain an appreciation of insects; learn how insects grow and develop (metamorphosis), and learn the importance of insects in our environment. teachers guide
Exploring the Secret Life of Trees is designed to help 3rd – 5th grade students gain an appreciation of trees, observe trees in their everyday lives, and develop an interest in discovering more about trees. teachers guide The student will: Identify the basic parts of a tree and its functions.
Demonstrate an awareness of conservation and protection of renewable and non-renewable resources.Trees Are Terrific...Travels with Pierre, is designed to help young children (5–8 years of age) gain an appreciation of trees, observe trees in their every day lives and develop an interest in learning more about trees. teachers guide Students will: Distinguish plants from one another. Classify familiar organisms. Demonstrate an awareness of conservation and protection of renewable and non-renewable resources. Read, write and listen for a variety of purposes. Use technology to communicate. Collect, organize, describe and display data. Recognize geometric shapes.
Apply estimation and measurement.RECYCLING- Everyday is Earth Day- sort can, plastic,and paper into bins, interactive website. K-1 reading.
The Tree House Weather Kids The Tree house Weather Kids is designed for teachers and students in the 5th – 8th grades. It provides basic information on weather topics such as winds, moisture, air pressure, seasons, and storms. Activities have been provided that are appropriate for classroom settings. Teacher Guide good links and activities that can be modified. Audio, video, interactive.
Riding the Wind with Kalani is designed for 5-8 year olds to gain knowledge about the weather. The site provides information on: teachers guide Includes, interactive, audio, video, activities, printable's, links... :-) Basic Earth movements such as rotation and revolution. How the tilt of Earth's axis, and its revolution create seasons. What temperature is.What are basic types of clouds.What precipitation is. What lightning, thunder, and tornadoes are.
Social Studies- NEWS 2 YOUForever Friends is designed for 4-6th graders to learn about Japan, China, India, the Philippines, Korea and Vietnam and their cultures. These countries represent deep-rooted Asian influences. Teachers Guide.
The All-Star River Explorers, an elementary program for third through fifth grade students. Teachers Guide It is designed to introduce students to the basics of hydrology and increase their understanding of how rivers are formed and their importance in our lives. Activities will enhance student’s skills in math, science, language arts, social studies, and art.
Shake, Rattle and Slide is designed for students in 5th – 8th grade to learn how forces on and inside the earth work to shape our world. Two major landform shaping processes, plate tectonics and continental glaciations, are discussed. teachers guide
Daily Living Skills- NEWS 2 YOU- weekly recipeLife Skills Shopping and Dining Reading Activities from Edhelper.com
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.
Housekeeping Skills (Cleaning and Laundry) Objective: To teach cleaning and laundry skills using written specific task analysis andperformance feedback. 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.
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.
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.
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.
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.
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.
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.
Cooking Skills -Objective: To teach students to prepare noodles on the stovetop, prepare macaroni
using a microwave oven, and make a peanut butter and jelly sandwich. 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.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
Cooking Skills , 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.
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.
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.
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.
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 phones. Research and Practice for Persons with Severe Disabilities, 28, 105-116.
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.
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.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.
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.
Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities.
Personal Social SkillsThe Incredible 5 Point Scale-http://www.5pointscale.com/ This unique hands-on activity helps students who are highly anxious cope with their stress by systematizing social and emotional information.
Out on a Limb: A Guide to Getting Along conflict resolution website! The activities on the Out on a Limb website are designed primarily for third graders. This website is designed to help teach youth how to better manage conflicts and challenges they face on a daily basis. teachers guide
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.
Occupational Guidance and Preparation
Vocational Skills and TrainingCustomized Employment: A process for customizing employment outcomes for individuals with significant disabilities.
Housekeeping Skills (Housekeeping and Janitorial) Objective: To teach housekeeping and janitorial work skills. 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.
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.
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.
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.
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.
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, 24-37.
Work Behavior Training Strategies for vocational training with students with disabilities
Transition Planning Transition manual for New Hampshire residents. 41 page pdf.
NH Area Agency Transition Guide
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.
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.
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.
Leisure and local New Ipswich NH New Ipswich NH- town profile
Choice Making in Leisure Skills , Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Self-initiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the Mentally Retarded, 21, 259-264.
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.
Leisure Game Skills , Objective: To teach students to participate in leisure skills including beanbag toss, using indoor putting green, playing checkers, Jenga™, UNO™, using a walkman, and playing croquet. 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.
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.
Choice Making in Leisure Skills , Nietupski, J., Hamre-Nietupski, S., Green K., Varnum-Teeter, K., Twedt, B., LePera, D., Scebold,K., & Hanrahan, M. (1986). Self-initiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the Mentally Retarded, 21, 259-264.
Get Me Out of the House Please! Recreational Pursuits in Your Local Community
Autism Spectrum Disorder- ASD-Autism, Aspergers, PDD
Autism Awareness and Home Safety
Strategies for Transition Planning for Student with Autism Spectrum Disorder- ASD
Redefining the Workplace for Autistic Teens and Adults:
TEACCH (Treatment and Education of Autistic and Communication related handicapped CHildren) is an evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders.
The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are free, and are designed to promote understanding of, respect for, and equality of persons with ASD. Module List.
Data sheets, planning matrices, and other useful documents in pdf. form for baselining and collecting behavioral and learning data.
Self-Knowledge, Communication, Life Skills, and Goal Setting , Objectives: To help students with autism develop an understanding in the areas of self knowledge about autism, 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.
Do2learn- Many black and white PECS for free, subscription for color and larger library.
Functional Reading
Skills