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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, 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.

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


  • Appendix A. Forms
  • Appendix B. Glossary