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by  Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson, Editors
© TSBVI 1996/1997 Edition - 400 pages ($20.00) 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 - Windows RTF - 190k
Order Form/Pricelist - PDF - 239k

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

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Basic Skills for Community Living: Activity Routines

by Pat Stephenson
© TSBVI 1994 - 230 pages ($5.00) Order # 59428BSA, or database - Order # 59428ARD
Note: This curriculum is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

• Domestic domain
• Recreation/leisure domain
• Vocational domain
• Listing of routines and their steps
• Activity routine discrepancy analysis forms preprinted with routine steps

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Last Revision: April 11, 2005