Basic Skills for Community Living

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by Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson, Editors
© TSBVI 1996/1997 Edition - 400 pages Order # 59427BSP
Also available on disk - MAC or DOS (textfiles-no forms) Order # 59427BSD
Note: This curriculum is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

Order Form/Pricelist in DOC

Order Form/Pricelist in PDF

Table of Contents for this book.
Companion Books

Designed for students at TSBVI who are between the ages of 6 and 22 who have visual impairments combined with other disabilities, such as hearing impairments or dual sensory impairments and/or severe developmental delays.

It is particularly designed for students who learn best within highly structured routines and who have great difficulty generalizing what they learn to new situations.

Functional activities from the domestic, recreation/leisure, and vocational domains, with infused skills training in social interactions (including communication) and emotional development, sensory and motor development, basic concepts, and representation/cognition
Assessment procedures

Basic Skills for Community Living: Activity Routines

by Pat Stephenson
© TSBVI Revised 2008 - 230 pages Order # 59428BSA, or textfile - Order # 59428AD

A companion book to Basic Skills for Community Living for the domestic, recreation/leisure, and vocational domains, including activity routine discrepancy analysis forms preprinted with routine steps with permission to copy. The routines are sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

Contents of Basic Skills for Community Living: A Curriculum for Students with Visual Impairments and Multiple Disabilities

by Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson (Eds.)

Part One: The Overall Program

Chapter 1: Overview

Intended Population
Philosophy
- The Role of Community-Based Instruction
- The Transdisciplinary Approach to Programming
The Continuum of Programming at TSBVI
Curriculum Content
- Functional Activities
- Developmental Skills
- How to Integrate Functional Activities and Developmental Skills in Programming

Chapter 2: Assessing the Student

Who Should Assess
How to Do an Assessment in Preparation for an ARD Meeting
- Assessments to Be Done by the Classroom Teacher
- Other Teacher Activities for the Pre-ARD Meeting
- Assessments to Be Done by the Residential Instructor
- Assessments to be Done by Support Staff
- Assessments to Be Done by the Work Skills Teacher
- Additional Assessments for Specific Needs
- Timelines for ARD Preparation
Additional Readings and Resources

Chapter 3: Transition Planning

Philosophy
Guidelines for Transition Planning
- Who Does What in the Transition Process?
- When Students are 14 Years or Older
- The Role of TSBVI in the Transition Process for Students 16 Years and Older
- Identified Outcomes and the Student's IEP Goals
- Making Decisions About Future Services
- When Community Services Have Been Arranged
Guidelines for Completing the Individual Transition Plan Summaries
Additional Readings and Resources

Chapter 4: Developing the IEP

What is an IEP?
Drafting the Goals and Objectives for the IEP
- How to Lead the Pre-ARD Meeting
- How to Use the IEP Form
The ARD Committee Meeting
After the ARD Committee Meeting
- TSBVI's Role When Students are Returning to LEAs
Additional Readings and Resources

Chapter 5: Planning and Documenting Instruction

The Daily Schedule
- Suggestions for Planning the Daily Schedule
Lesson Plans and Data Keeping
Activity Routines
- Special Considerations When Using Activity Routines
- Activity Routine Discrepancy Analysis
Diagnostic Teaching
Writing and Documenting the Progress Report
How to Fill Out the Progress Report
Documenting and Closing Out the IEP
Documenting the Behavior Plan
Documenting Work Training
Additional Readings and Resources

Chapter 6: Effective Teaching Strategies

The Student's Environment
- Arrangement of the Environment
- Positioning the Student
- Materials
Activity Routines
- Developing a Routine
- Using the Discrepancy Analysis
- Scheduling Routines
- Adjusting the Routine to the Student
Prompting
- Forms of Prompting
- Types of Prompts
- Methods of Prompting
- Timing of Prompts
- Reducing Prompt Dependency
- Fading and Shaping
Rewards, Value Sharing, and Reinforcement
- Reinforcing for Motivation
- Human Interaction
Behavior Management
- Problems with Communicating
- Physical Problems
- Emotional Problems
- Problems with Learning New Skills
- Tuning in to the Student
- The MANDT System
Adaptations
Factors Influencing Learning
- Factors Influencing Visual Learning
- Auditory Factors That Affect Learning
- Other Factors That Affect Learning
Additional Readings and Resources

Chapter 7: The Role of the Residential Instructor

Responsibilities of the Prime Advocate
Assessment
Planning Activities
Planning and Documenting Instruction
- The Daily Schedule
- Writing the Progress Report
- Student Notebooks
Safety
DO and DON'T

Part Two Content Areas

Chapter 8: Domestic Activities

Philosophy
Areas of Domestic Activities
Assessment
Using Activity Routines for Instruction
Teaching Strategies and Adaptations
- Example of Personal Hygiene Strategies
- Example of a Personal Hygiene Routine
Additional Readings and Resources

Chapter 9: Career Education

The Four Levels of Programming
- Career Awareness
- Career Exploration
- Career Preparation
- Job Readiness
Career Awareness Focus
- Establishing a Work Routine
- Introduction of Work Tasks
- Introduction of Money
- Self-Management of Routine
- Site Rotation and Documentation
Career Exploration Focus
- Increase of Tolerance and Stamina
- Expanding Work Routine
- Increasing Task Skills
- Self-Management
Assessment
- Work-Related Activities Assessment
- Parent Survey on Student Preferences
Documentation
- Career Portfolio
- Resume of Work Training Experience
- Career Education Report
Guidelines and Strategies
- Selecting Training Sites
- New Work Assignments
- Routines
Additional Readings and Resources

Go to top

Chapter 10: Leisure and Recreation

Philosophy
- Importance of Choice
- Enhancing the Student's Image
- Importance of Age-Appropriate Activities
- Building Self-Esteem Through Leisure
Assessment
- Planning/Observation
- Determining the Student's Strengths
- Survey of Interests
- Brainstorming
- Determination of Needs
IEP Recommendations
Criteria for Selecting Skills
Choosing Goals and Skills
Writing IEP Goals and Objectives
Instruction
- What To Teach
- How To Teach
- Activity Routines
- Problem Solving
- Maintaining a Resume of Recreation/Leisure Activities
Additional Readings and Resources

Chapter 11: Communication

Philosophy
The Model for Teaching Communication
Major Goal Areas for Communication Programming
Principles for Selecting Goals and Objectives in Communication
- Selecting Objectives
- Before Teaching a New Skill
- Communicative Form
- Communicative Function
Selecting Contexts for Teaching Communication
- Teaching Communication as an Infused Objective
- Teaching Communication as a Primary Objective
General Approaches to Teaching Communication
- Van Dijk Methods
- Joint Action Routines
- Hanen Techniques/Ecological Communication System
- Unit Teaching
- Incidental Teaching
Selecting the Best Method for Your Student
A Standard Tactile Symbol System
- Who Can Use Tactile Symbols?
- Why Would a Student Use Tactile Symbols?
- How the Symbols Have Been Used
- Considerations in Developing a Tactile Symbol System
- Conclusion
Strategies Related to Communicative Form
- Forms for Communication are Limited
Transitioning to Higher Form Levels
- Transition from Object Symbols to Pictures
- Transition from Objects to Tactile Symbols (for Totally Blind Students)
- Transition from Physical Manipulation to Gesture
Developing Social Interactive Skills
- Establishing Primary Relationships
- Maintaining Interaction by Actively Participating
- Initiating Interaction
- Terminating Interactions or Rejecting Materials Appropriately
- Responding to or Using Questions
Developing and Expanding Communicative Functions
- Intentional Requesting or Rejecting
- Making Choices
- Requesting or Labeling
Developing Communicative Content
- Topics for Interaction and Communication are Limited
- Expanding Meaning Categories
Additional Readings and Resources

Chapter 12: Calendars

Philosophy
How to Use Calendars to Teach Skills
- Cognition
- Communication
- Time Concepts
- Social Development
Common Characteristics of All Calendars
Components of a Calendar
- Symbols
- Framework of the Calendar Design
- Differentiated Time Intervals
- Routines for the Daily Calendar
- Routines for the Weekly or Multi-Weekly Calendar
- Group Calendar vs. Individual Calendar
- Dialogue
Types of Calendars
- Anticipation Systems
- Calendar Boxes with Objects
- Two-Dimensional Calendars with Symbols and/or Pictures
- Weekly Calendars
- Multi-Weekly or Monthly Calendars
General Guidelines for Effective Implementation of Calendars
Additional Readings and Resources

Chapter 13: Social Skills and Behavior Management

Social Emotional Skill Development
- Assessment and Goal Selection
- Intervention
- Social Skills Assessment Form
- Annual Report of Social Skills
Sexuality Education
Behavior Management
- Philosophy
- Positive Approach to Behavior Management
- Proactive Prevention of Behaviors (or Keeping Problems from Occurring)
- Intervening After Behavior Has Occured
- Strategies for Effective Proactive Intervention
- Crisis Intervention
- The Role of Stress and Anxiety
Formal Behavior Intervention Procedures
- Assessment Procedures
- Baseline Data Collection
- Writing the Intervention Plan
- Documenting the Plan's Effectiveness by Evaluating Student Behavior
- Re-Evaluating the Plan/Strategies
- Incident Reports
- Summary of Behavior Plan Development
Additional Readings and Resources

Appendices

Appendix A. Forms
Appendix B. Glossary

References

Last Updated on Monday, 20 September 2010 10:23