LIFE SKILLS INSTRUCTION

The following Lesson Plan Starters are based on high or acceptable quality intervention studies, in which secondary students were taught a new skills from. http://www.nsttac.org/content/lesson-plan-starters. NSTTAC is a national technical assistance and dissemination center funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP, CFDA# 84.326J11001) from January 1, 2012 – December 31, 2014. These are public domain lesson plans.

Leisure Skills Social Skills Self-Determination Skills

 

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). 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
        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.

      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.
      • 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.
      • 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.
      • Everyday Conversational Skills
        Plienis, A. J., Hansen, D. J., Ford, F., & Smith, S. (1987). Behavioral small group training to improve the social skills of emotionally-disordered adolescents. Behavior Therapy, 12, 17-32.

      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). Self-initiated 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 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 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

      • 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

      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
      • 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 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

      • 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 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 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

These (lesson plans) document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2008). Charlotte, NC, NSTTAC.

Paula Lombardi