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Evidence-Based Practices Protocol: Assessment
| Practice |
| Description |
| Keywords |
Screening
| 1 |
| Behavioral screening |
| Screening measures that detect developmental and behavioral disorders. |
| Positive behavior support system; Direct observation; Social Skill Rating System (SSRS) |
| 2 |
| Newborn screening |
| Newborn screening is a coordinated comprehensive system consisting of education, screening, follow-up contact, diagnosis, treatment and management, and program evaluation. Newborn screening is used with the intent to decrease or to eliminate the catastrophic effects of preventable mental retardation. |
| Genetic screening; Genetic risks; Newborn blood test, Metabolic screening; Phenylketonuria (PKU), Amino acid metabolization |
Problem analysis/instructional behavioral assessment/assessment prescriptive
| 1 |
| Functional behavior assessment |
| The focus of a functional behavioral assessment is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. Functional behavioral assessment is generally considered to be a problem-solving process for addressing student problem behavior. It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior. |
| ABC chart; Direct behavior measurement; Indirect behavior measurement; Behavior Intervention Plan |
| 2 |
| Environmental assessment |
| A technique used to address how the environment contributes to student success in both general and special education. |
| Ecological assessment |
Formative assessment
| 1 |
| Curriculum-based Measurement (CBM) |
| CBM refers to a measurement system created for measuring students' educational outcomes and for improving instructional planning by emphasizing more responsibility for student outcomes on states, districts, schools and service providers. |
| CBA; CBE; Systematic instruction in severe disability |
| 2 |
| DDDM (data-driven decision making) |
| DDDM refers to interpreting useful information (such as standardized test scores) on students to determine student needs and make improvements within the classroom. |
| Data-based decision making |
| Practice |
| Description |
| Keywords |
| 3 |
| Mastery measurement |
| Mastery measurement refers to measuring student mastery of important instructional skills. |
| Criterion referenced measurement; Standards-based measurement |
| 4 |
| Technology-enhanced progress monitoring |
| Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. |
| Assistive technology; Technology enhanced assessment |
Summative assessment
NONE
Program evaluation/accountability
| 1 |
| Fidelity of program implementation |
| Fidelity of program implementation refers to making educated decisions when selecting new programs to implement, ensuring that the programs will provide high quality results and lead to positive outcomes for students. |
| Accountability |
| 2 |
| Alternate Assessment |
| Linked to grade level content standards that sample both the domains and depth of knowledge (DOK) of the standards, but with reduced breadth and complexity; data-based decision making (progress monitoring) in assessing student progress; generalization of skills linked to grade level content standards and opportunities for students to self-monitor and self-evaluate as part of the assessment; performance on alternate assessments linked to post-school outcomes. |
| Grade level content standards; data-based decision making; post-school outcomes; generalization; self-monitoring; self-evaluation |
| 3 |
| Accommodation |
| An action taken in response to a determination that an individual’s disability requires departure from an established testing protocol. |
| Assessment modification, assessment adaptation, standards-based testing accommodations, large-scale testing accommodations |
Eligibility
NONE
Evidence-Based Practices Protocol: Behavior
| Practice |
| Description |
| Keywords |
Universal
| 1 |
| Classroom management and environmental design |
Effective instructional practices Predictable schedule of activities/routines. Define and post behavioral expectations. Teaching class routines. Adult modeling of pro-social behavior. Use precise, clear, simple commands/directions to guide student behavior.
Using instructional practices such as direct instruction as a means to help prevent behavior difficulties in students.
environmental design, routines, expectation matrix direct instruction, opportunities to respond, well-paced instruction, appropriate instructional level
| 2 |
| Contingent Reinforcement (high praise to correction ratio) |
Differential reinforcement
| Reinforcement given based on the responses to a trial. A correct behavior must be exhibited in order to receive positive reinforcement. DRO (other behavior), DRA (alternative behavior), DRI (incompatible behavior), DRL (lower rates of behavior) |
| praise; feedback; catch being good; gotcha Tickets; direct Instruction reinforcement, DRO, DRA, DRI, DRL |
| 3 |
| Contingent Corrective Feedback (aka Punishment); planned ignoring |
Response Cost Corrective Feedback is given based on the an incorrect behavioral response (rule violation) and the contingent delivery of feedback. Feedback should be based on the least aversive response to get the incorrect behavior to stop along with high rates of contingent reinforcement
A penalty assessed to a student for his/her having shown inappropriate behavior. The removal of reinforcing stimuli (positive reinforcement) contingent upon the occurrence of problem behavior.
planned ignoring, verbal error correction, token economy and response cost, time out loss of privileges; overcorrection
| Practice |
| Description |
| Keywords |
| 4 |
| Universal screening |
| The process of screening all students in order to identify students at risk for problem behavior. |
| SSBD; SSBS; SSRS; SWIS; multiple gating; |
| 5 |
| Extinction of problem behavior (Preventing inadvertent reward of problem behavior) |
| No longer reinforcing a behavior that has a history of being reinforced. |
| planned ignoring |
| 6 |
| Token Economy |
| A system of reinforcement that involves rewarding desirable behaviors with tokens which can be exchanged for items or privileges and punishing undesirable behaviors by taking away tokens. |
| levels system; tickets; reward; reinforcement; color cards; star charts |
Secondary
| 7 |
| Group contingency management |
| A reward system in which the reward is given on the basis of the group’s performance. The underlying premise is that desirable reinforcement will be provided to the whole group when they demonstrate an appropriate set of behaviors. |
Dependent Group-Oriented – Performance of selected members results in consequences for whole group
Independent Group-Oriented – each member same criterion consequences based on their performance
Independent Group-Oriented – each member same criterion but consequences based on group performance classroom rewards; class-wide school-wide reward systems;
| 8 |
| Peer mentoring and peer tutoring |
| Students who provide insight, guidance, and perspective to other students on issues of behavior. Students who model appropriate behaviors for accessing attention/material objects, and escaping aversives |
cross age tutoring; CWPT (class-wide peer tutoring); cultural mentoring*, peer buddies
| Practice |
| Description |
| Keywords |
| 9 |
| Modify antecedent conditions (antecedent manipulation) |
Setting event manipulations Changing antecedent conditions (what was happening prior to the behavior), based on the results of a functional behavioral assessment to remove aversive stimuli and increase opportunities for success.
Strategies involving removal or modification of factors that make the problem behavior worse, or addition of strategies that neutralize these factors.
environmental design
| 10 |
| Choice-making |
| Providing students with choices of referred rewards for appropriate behaviors. |
| menu of rewards, self-determination |
Tertiary
| 11 |
| Functional behavioral assessment |
| A process for identifying the underlying causes of behavior. The components are (a) identification of the problem behavior, (b) definition of the behavior in concrete terms, (c) identification of the contextual factors that contribute to the behavior (including affective and cognitive), and (d) formulation of a hypothesis regarding the general conditions under which the behavior usually occurs and probable consequences that serve to maintain it. |
FBA; Functional Behavioral Analysis; FACTS; ABC (Antecedent Behavior Consequence); Multiple Pathways; Competing Pathways
| 12 |
| Teaching functionally alternative, socially appropriate, efficient skills |
| Teaching students appropriate skills, as an alternative to problem behavior that serves the same function for the student as the problem behavior once did. |
skill streaming; functional communication; visual cues; correspondence training
| Practice |
| Description |
| Keywords |
| 13 |
| Shaping, Fading, Prompting, Thinning |
| Shaping is used to develop a target behavior that a person does not currently have by reinforcing successive approximations of the behavior until the target behavior is reached. |
Prompting is used to increase the likelihood that a person will engage in the correct behavior at the correct time. Using prompts increases the chances that a correct response will occur.
Fading is the process by which a prompt is removed gradually across learning trials until the prompt is no longer provided. (Miltenberger, 2001). Thinning is changing the schedule, timing, amount, and/or type of reinforcement to increase response maintenance cues; modeling; task analysis
| 14 |
| Differential reinforcement of socially appropriate behavior |
| Using reinforcement to strengthen socially appropriate behaviors as replacements for problem behaviors. |
| reinforcement schedules; SR+; intermittent reinforcement; DRO(other behavior), DRA (alternative behavior), DRI (Incompatible behavior), DRL (lower rates of behavior) |
| 15 |
| Active or Systematic Supervision |
| "Active supervision is defined as those behaviors displayed by supervisors designed to encourage more appropriate student behavior and to discourage rule violations (e.g., moving around, scanning, interacting with the students, reinforcing displays of targeted social skills)." (pg 2) |
From The Effects of Pre-Correction and Active Supervision on the Recess Behavior of Elementary Students, Lewis, Timothy J., Colvin, Geoff, Sugai, George, Education & Treatment of Children, 07488491, May2000, Vol. 23, Issue 2 recess supervision/precorrection, non-classroom supervision/precorrection, active scanning
Evidence-Based Practices Protocol: Early Childhood
| Practice |
| Description |
| Keywords |
| Origin |
| 1 |
| Functional behavioral assessment |
| A process for identifying the underlying causes of behavior. The components are (a) identification of the problem behavior, (b) definition of the behavior in concrete terms, (c) identification of the contextual factors that contribute to the behavior (including affective and cognitive), and (d) formulation of a hypothesis regarding the general conditions under which the behavior usually occurs and probable consequences that serve to maintain it. |
| FBA, functional behavioral analysis, ABC (antecedent behavior consequence), multiple pathways |
| Behavior |
| 2 |
| Environmental Strategies (to promote positive behavior) |
| Teachers use strategies such as establishing a predictable schedule and routines, planning and setting up the learning environment, minimizing transitions, establishing rules and providing visual reminders of the rules. These activities may be conducted for the benefit of all students in the class, as well as for individual students whose behavior can be particularly challenging. |
| classroom management, remove aversive stimuli |
| Behavior (remove aversive stimuli…) |
| 3 |
| Dialogic reading |
| Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. (From WWC, Dialogic Reading) |
| DR |
| Literacy |
| 4 |
| Interactive shared bookreading |
| Interactive Shared Book Reading is a general practice that adults may use when reading with children and is intended to enhance young children’s language and literacy skills. Typically, Interactive Shared Book Reading involves an adult reading a book to a child or a small group of children and using a variety of techniques to engage the children in the text. (From WWC, Interactive Shared Book Reading); Interactive shared reading/storytelling practices to promote child participation in the reading episodes. |
| shared reading, small group bookreading, one-on-one bookreading, shared storytelling, joint book reading |
| Literacy |
| Practice |
| Description |
| Keywords |
| Origin |
| 5 |
| Phonological awareness activities |
| Phonological awareness activities teach children to recognize that words are made up of sounds. Activities can include having children identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or they can be activities that focus on teaching children to detect, identify, or produce rhyme or alliteration. |
| rhyming, blending, segmenting, nursery rhymes, finger plays, sounds |
| Literacy |
| 6 |
| Reciprocal interactions |
| Reciprocal interactions are games and activities that involve reciprocal child/caregiver (parent or teacher) interactions focusing on child use of nonverbal or vocal/verbal child behavior to communicate intent. |
| contingency, response-contingent, parent/caregiver responsiveness, social contingency |
| Literacy |
| 7 |
| Routine Based Instruction |
| Caregiver responsiveness and incidental teaching strategies for promoting and sustaining learning and development. Routines involving sensitive responding to children are embedded into everyday activities. |
| routine based intervention, activity based instruction, embedded learning opportunities, incidental teaching, naturalistic learning opportunities |
| Instruction/Inclusion |
| 8 |
| Naturalistic language intervention |
| Naturalistic language intervention involves the use of language teaching strategies embedded into ongoing activities and routines. Naturalistic communication interventions are implemented within the context of children's daily activities and routines. Accordingly, interventionists and family members are expected to use naturalistic intervention practices across play activities and other daily routines. |
| milieu language teaching, enhanced milieu language teaching, naturalistic communication intervention; incidental language teaching |
| Literacy/ Instruction |
| Practice |
| Description |
| Keywords |
| Origin |
| 9 |
| Family Centered Practice |
| Approach to early intervention that recognizes the family as the constant in the child's life, respects the family's central role in the development of the child, and respects the family's role in decision making. |
| Family-based practices, Parent-mediated activities, family involvement in planning |
| 10 |
| Environmental assessment |
| Assessments that target the quality of home and classroom environments to determine quality and identify areas for improvement. These assessments are also used to complement child assessment and progress monitoring to examine environmental correlates of child learning and behavior. |
| environmental rating scales |
| Assessment |
| 11 |
| Progress monitoring |
| Comprehensive assessments are used to analyze children's levels of functioning and develop goals for progress. Frequent, comprehensive assessments are also used to determine children's progress toward goals and identify where instructional changes can be made to enhance learning. |
| performance monitoring, monitoring progress, ongoing assessment |
| Assessment |
| 12 |
| Screening |
| A process used to identify children who should receive more comprehensive assessments. |
| Newborn, Neurobehavioral, vision, hearing, newborn hearing, developmental, metabolic |
| Assessment |
Evidence-Based Practices Protocol: Inclusive Strategies
| Practice |
| Description |
| Keywords |
Culture, Climate and Attitudes
| 1 |
| Administrative support, vision and leadership |
| Leadership by principal and administrators that supports a welcoming vision for the school. |
| principal leadership |
| 2 |
| Distributed leadership/Shared decision-making |
| An approach that views all members of the faculty and staff as experts in their own right who are responsible for supporting leadership within his or her area. |
| staff leadership; staff involvement in decision-making process |
interdependence site-based management
Staff/Professional Knowledge and Skills
NONE
Curriculum, Instruction, Supports, and Assessment
Learning
| A comprehensive instructional approach to engage students in sustained, cooperative investigation. Instruction connects the classroom to some personal experience that the student can relate to or within an authentic learning opportunity. |
| embedded opportunities, embedded instruction, naturalistic teaching, naturalistic instruction, teachable moments, incidental learning; project-based learning |
distributed practice, contextual supports, environmental supports
| 4 |
| Social skills instruction/ positive behavior approaches (social stories) |
| Classroom instructional approach that teaches social skills to students. |
| School-wide behavior; PBS; PBIS; |
Explicit and implicit rules, unwritten curriculum, social scripts, social stories
| 5 |
| Peer mediated interventions/instruction/ social interaction training |
| Classroom arrangement in which students take an instructional role with classmates or other students. |
| Cross Age Tutoring; CWPT (Class-wide peer tutoring); Cultural Mentoring*; peer modeling; cooperative learning; team assisted individualization, |
Peer partners / peer tutoring
| Practice |
| Description |
| Keywords |
| 6 |
| Self-determination skills as a learning strategy |
| Skills, knowledge and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior. |
| Strategic Instruction Model ,Instructional and assessment strategies, self-management, self-regulated learning, Person-Centered Practices, choice making, autonomy, decision making, Research and Training Center on Community Living, Individualized education programs (IEP), self-assessment, Individualized Transition Plan (ITP), goal setting, self advocacy |
| 7 |
| Content enhancement strategies |
| Teacher's approach to a teaching task. It is used interactively by the teacher with students to promote learning of targeted critical content based on a learning tool that helps diverse students compensate for their lack of independent learning strategies (e.g. literacy skills). |
| advanced organizers; graphic organizers; lesson organizer; content enhancement teaching routines; |
Curriculum augmentations, adjusted reading demand compressed text
| 8 |
| Assistive technology |
| Generic term that includes assistive, adaptive, and rehabilitative devices and the process used in selecting, locating, and using them. AT promotes greater participation and independence for people with disabilities by enabling them to perform tasks that they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to or changing methods of interacting with the technology needed to accomplish such tasks. |
| assistive, adaptive, and rehabilitative devices; universally accessible technology, computer-based accommodations |
augmentative communication devices voice-output device (VOCA) text readers
“no-tech,” “light tech,” and “high tech” options accessible formats
NIMAS
| Practice |
| Description |
| Keywords |
| 9 |
| Progress monitoring and decision making |
| Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. |
| curriculum based monitoring (CBM); |
| 10 |
| Differentiated instruction |
| An approach to teaching and learning that provides students with multiple options for taking in information, making sense of ideas, and demonstrating learning. Differentiated classroom teaching is a blend of whole-class, group and individual instruction. |
| Flexible Grouping; Skill Grouping; Learning Stations; Universal Design for learning; |
Multiple intelligences
Organizational Structures and Staffing Patterns
NONE
Partnerships
NONE
Evidence-Based Practices Protocol: Instructional Practices
| Practice |
| Description |
| Keywords |
Instructional Building Blocks - general principles included in many different practices (How)
| 1 |
| Scaffolding |
| The instructor provides scaffolding (or supports), which are activities in lessons that allow the student to build on prior knowledge in order to internalize new information. Scaffolds are structures that support new learning or problem solving. |
| Instructional Support, Mediated Scaffolding, Systematic Sequencing, Teacher Assistance, Tailored Assistance, Cognitive Strategies, "zone of proximal development," Task Analysis |
| 2 |
| Feedback |
| The instructor provides feedback (information as a response to an originating source) to students throughout the learning and problem solving process as a way to promote learning and absorption of material, as well as for positive reinforcement. |
| Elaborated Feedback, Feedback Routine, Sustaining Feedback, Instructional Evaluation, Informative Feedback, Corrective Feedback |
| 3 |
| Opportunity to Respond |
| An environment which provides students with disabilities an opportunity to make academic responses will positively foster learning and growth. Students benefit from high levels of active academic response time structured by the teacher in the classroom. |
| Response Time, Wait Time, Frequent and Intensive Practice, Choral Responding, Interactive Discussion, Response Cards |
Integrated Instructional Packages - specific requirements for implementation (How)
| 1 |
| Peer Tutoring |
| Peer tutoring is an instructional strategy that consists of partnering together students with lower achievement and higher achievement, or comparable achievement, for structured study sessions. |
| Cross Age Tutoring; CWPT (Class-wide peer tutoring); Cultural Mentoring |
| 2 |
| Direct Instruction (little "d" "i") |
| Face-to-face interaction between instructor(s) and student(s), through which teachers explain exactly what students are expected to learn, and demonstrate the steps needed to accomplish a particular academic task. |
| direct instruction; Reading Mastery; Sound-letter corresponding; Blending/sounding out & Spelling/segmenting |
| 3 |
| Response Prompting Strategies |
| Response prompting strategies involve the use of teacher prompts (assistance) that result in correct responding and that correct responding is reinforced. The prompts are then systematically removed (delayed in time, faded, provided less intrusively) while correct responding continues to be reinforced, allowing the child to acquire the skill being taught. Prompts include verbal hints and clues, signals (e.g., pointing) and other gestural cues, demonstrations (verbal or physical models), visual clues (e.g., pictures, words), physical assistance, and various other types of clues. |
| System of Least Prompts, Delayed Prompting, Simultaneous Prompting, Constant Time Delay, Progressive Time Delay, Controlling Prompt, Chaining, Fading, Discrimination Training, Discrete Trial Training, System of least prompting, Open Ended and Closed Ended Questions, Verbal Cues, Gestural Cues, Signals, Demonstrations, Visual Cues, Physical Prompts |
| Practice |
| Description |
| Keywords |
| 4 |
| Naturalistic Language Interventions |
| Naturalistic language intervention involves the use of language teaching strategies embedded into ongoing activities and routines. Naturalistic communication interventions are implemented within the context of children's daily activities and routines. Accordingly, interventionists and family members are expected to use naturalistic intervention practices across play activities and other daily routines. |
Responsivity Education/Pre Linguistic Milieu Teaching (RE/PMT), Language Intervention, Early Intervention, Early Communication, Milieu Teaching, Developmental Delay, Enhanced Milieu Teaching (EMT), Responsive Interaction (RI), Communication Interventions, Responsive Education and Prelinguistic Milieu Teaching [RPMT], Picture Exchange Communication System [PECS], Authentic Communication, Descriptive talk, Imitation, Expansions
| 5 |
| Self Regulated Strategy |
| Students are taught instructional strategies, as well as processes for regulating the progress of using those strategies. This encourages students to internalize not only the content of what they are learning, but also how they can apply the problem solving process more generally and evaluate their own success. |
| Cognitive Strategy, Self Regulated Strategy Development, High Level Cognitive Processing, Autonomy, Strategy Instruction, Self-directed Learning, Self-instruction, Self-monitoring |
| 6 |
| CBM/Progress Monitoring |
| Progress monitoring is a scientifically based practice that can be implemented with individual students or an entire class to assess academic performance and progress and use data to evaluate the effectiveness of instruction and to guide future instructional practice. |
| Assessment Tool, Direct Assessment, Academic Progress, CBM Probes, Charting, Graphing |
Evidence-Based Practices Protocol: Literacy
| Practice |
| Description |
| Keywords |
Phonemic Awareness
| 1 |
| Multiple Phonological Awareness Tasks (e.g., primarily segmenting and blending, segmenting and rhyming, segmenting and phoneme identity in close proximity) |
| Brief, intensive instruction, based on student ability, on identifying, segmenting and blending phonemes is associated with improved outcomes in early reading skills. These tasks are most effective when linked with print. |
| Segmenting; blending; rhyming; phoneme identity; manipulation;sound structure; syllable awareness; onset/rime |
Phonics and Word Study
| 1 |
| Explicit Systematic Phonics Instruction (Pre-K - grade 4) |
| Teaching a sequence of grapho phonemic correspondences (GPC); mastery learning of GPC; blending/sounding out/decoding & spelling / segmenting; systematic review; extensive practice; teaching for generalization; numerous examples; practicing in context |
| Sound-letter correspondence; blending/sounding out/decoding & spelling/segmenting; Grapheme-Phoneme Correspondences; sight word instruction |
Vocabulary
| 1 |
| Telling Meanings, Synonym Work, Deliberate Practice & Reviewing (includes Sight Word and MRDD Research) |
| Directly teaching word meanings through text-based reading experiences which include providing instruction on selected words by offering definitions and synonyms, examples/nonexamples, performing semantic feature analysis, and teaching sight words using repeated trials. |
| Word knowledge; word meanings; morphology; vocabulary acquisition; textbook vocabulary instruction; direct, repeated practice with specific word meanings/synonyms; Semantic feature analysis and graphic organizers |
| 2 |
| Picture Vocabulary / Functional Vocabulary |
| Teaching the meaning of words through representative pictures, graphics, symbols, or logos (e.g., Stop Sign means Stop); and by having student read the word to complete an activity (e.g., buy groceries) |
| Picture vocabulary; picture symbols; picture identification; symbol reading; functional symbols; symbol recognition; Augumentative and assistive communication (AAC) |
| Practice |
| Description |
| Keywords |
Phonemic Awareness
| 1 |
| Narrative Text Structure / Story Grammar |
| Teaching the various components of narrative text, including characters, setting, plot, central problem or conflict, resolution and theme through the use of story mapping, graphic organizers or key questions; summarizing and retelling by using story grammar elements |
| Story mapping technique; distinguishing between essential and nonessential information |
| 2 |
| Theme Identification and Instruction |
| Directly teaching students to analyze the story theme, by asking questions such as "Was what happened good or bad?" "Why was it good or bad?" The lesson, theme, or moral of the story is … |
| Theme Identification Program; theme identification |
| 3 |
| Expository Text Structure Instruction |
| Teaching main idea identification and summarization; identifying or applying informational structures to comprehend, retell, or interpret expository texts using graphic organizers and text structures (compare/contrast, cause & effect, sequencing, problem/solution, enumeration); and using text structures to gather and organize information in a learning-to-learn or inquiry process |
| Expository text structures; graphic organizers; concept-oriented reading instruction; text-structure-based strategy |
| 4 |
| Multi-Strategy Frameworks including Summarizing, Clarifying, Fix-ups, Clunking |
| Summarizing requires students to paraphrase the main ideas by determining what is important in what they are reading and putting it into their own words, by identifying or generating main ideas, connecting the main or central ideas, eliminating unnecessary information, and subsequently remembering what they read. Clarifying requires students to clarify words, concepts, or ideas that are unclear or confusing. Clunking teaches students to monitor their reading comprehension and to identify when they have breakdowns in understanding; and to use fix-up strategies are methods for students to figure out the "clunks". |
| Socially mediated instruction; reciprocal teaching; collaborative strategic reading (CSR); paragraph restatement strategy; learning strategy instruction; click and clunk; The Clarifying Routine |
| Practice |
| Description |
| Keywords |
| 5 |
| Self Questioning/Question Generation |
| Guides student performance before, during, and after a task performance. Students ask questions about the material before reading, answer those questions and formulate new ones while reading, and reflect on what they have read and any additional questions after reading. |
| Question-Answer Relationship strategy (QAR); Questioning the Author |
Evidence-Based Practices Protocol: Postsecondary Transition
| Practice |
| Description |
| Keywords |
Student/Family Focused Planning
| 1 |
| Student Involvement in Planning |
| Establishing practices and environments that encourage the active participation of students with disabilities in educational decision making, goal-setting instruction. This includes the student participation in IEP meetings, plans, progress monitoring, developing and using student-directed summary of performance, as well as in transition planning and implementation. |
| person-centered planning strategies, self-directed IEP, student participation, student focused planning, student-directed learning, student involvement in transition planning, self-advocacy strategy, student-directed, McGill Action Planning Strategy (MAPS) |
Student Development
| 1 |
| Self-Determination and Self-Advocacy |
| Teaching persons with disabilities the knowledge, skills, and abilities that facilitate goal-directed and self-directed behaviors and activities. Creating opportunities for students to learn and practice self-determination skills. Enabling students to effectively endorse their independence and choice making. |
self determined learning model, ARC’s Self-Determination Scale, AIR Self-Determination Assessment, goal-determined, self-regulated learning, self-directed activity, self-advocacy strategy, choice making, decision making, autonomy, motivation strategy instruction, McGill Action Planning Strategy (MAPS)
| 2 |
| Career and Technical Education |
| Assisting students with disabilities to develop occupational and vocational skills or career and technical education skills, and understand the meaning, value and demands of work. Services provided include, but are not limited to: community-based vocational experiences, subcontract work, close supervision, vocational counseling, individual program planning and case management. Occupational and vocational goals are based on individual strengths, and interests can focus on the SCANS competencies related to effective use of resources, interpersonal skills, information, systems, and technology. |
| job skills training, vocational-technical training, vo-tech, career development, career technical education vocational oriented curriculum, career and technical education (CTE), work readiness, career preparation, vocational skills, career development, career and technical education, career awareness, career assessment, occupational and vocational skill development, Secretary's Commission on Achieving Necessary Skills (SCANS) Competencies |
| Practice |
| Description |
| Keywords |
| 3 |
| Functional and Daily Living Skills |
| Offering curriculum and development to individuals to assist them to function independently and assume more self-care and daily maintenance and routine responsibilities in inclusive environments including career and technical education environments, the community, or postsecondary school. Teaching students basic coping and self-help skills, adaptations, accommodations, and modifications for independent daily living skills. |
| self-help, life skills training, everyday living skills, self-help skills, life skills, self-protection, community living, survival skills, activities of daily living, life skills training |
| 4 |
| Paid Work Experience |
| Providing settings in which individuals participate in a self or family-arranged structured employment experience in which employers, educators, family members, and student/client work collaboratively to ensure maintenance and generalization of specific skills associated with the position and general career skills like time management and interaction with coworkers and customers/clients. The student/client may continue in the paid experience upon the completion of secondary school as a means of transitioning from education to employment. |
| on-the-job training, employment, supervised employment, career development, career awareness, career exploration, career readiness, school-to-work, internships, transition assessment, situation assessment |
| 5 |
| Social Skills |
| Teaching skills that enable persons with disabilities to be socially competent and emotionally mature. Enabling students to interact, collaborate, and communicate effectively and appropriately in social settings. Teaching students about responsibility, citizenship, and individual rights. |
| social skill development, social competence, peer interaction, socioemotional competence, socioemotional development, adjustment |
EBP PROTOCOL: Assessment 1 WORKING DOCUMENT –
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