Promising PracticesPromising Practices and Predictors

Resource List

Why a login?

So that we can better track what is being accessed and by what audiences, you will now be required to provide some basic information when you download resources from NTACT’s website. The password you create with your email ID can be “remembered” for continued ease of access in the future. During a single visit to the site, you will only be prompted to login once.

        • Computerized Concept Mapping to Teach Social Studies Content - Description

          This practice description is a Promising Practice based on 2 acceptable quality group experimental studies and 1 acceptable quality single-case study.

          • Computerized Concept Mapping to Teach Social Studies - Lesson

            This lesson plan starter is to teach students to develop concept maps for comprehension of social studies material.

        • Cover, Copy, Compare to Teach Math Skills - Description

          This Practice Description is a Promising Practice based on three quality studies with rigorous research designs.

          • Cover, Copy, Compare to Teach Multiplication Facts - Lesson

            This Lesson Plan is used to teach student to build fluency with multiplication facts using the Verbal-Cover, Copy, Compare strategy. 

        • Graphic Organizers to Teach Math - Description

          This Practice Description is a Promising Practice based on: (a) one high quality single-case study; (b) one single-case study that demonstrated a functional relation, but did not meet required quality indicators (i.e., not describing the process for selecting participants, not describing all dependent variables with operational precision); and (c) one single-case study that showed positive effects, but not a functional relation.

          • Graphic Organizers to Teach One-Step Word Problem Solving - Lesson

            This Lesson Plan is to teach students to solve one-step word problems.

        • Mnemonics to Teach Social Studies Vocabulary - Description

          This Description is a Promising Practice based on one acceptable group study and six studies with strong research designs. 

          • Mnemonics to Teach Social Studies Vocabulary - Lesson

            This is a Lesson Plan to teach students (using direct instruction) to use a mnemonic device (i.e., acoustically similar [rhyming or alliterative] or diminutive [ i.e., portions of the term]) to learn social studies vocabulary.

        • Morphological Instruction to Teach Reading Skills - Description

          This Practice Description is a Promising Practice based on one group study using a rigorous research design.

          • Morphological Analysis to Teach Vocabulary in an Inclusive Setting - Lesson

            This Lesson Plan is used to teach students to use a Word Mapping graphic device to effectively analyze, predict, and verify defining unfamilar vocabulary words through morphological analysis.

        • Peer-Assisted Instruction to Teach Math - Description

          This practice description is a Promising Practice based on 1 acceptable quality group experimental study.

          • Peer-Assisted Instruction to Teach Math Computation - Lesson

            This lesson plan starter is to teach students basic mathematics computations (i.e., addition, subtraction, multiplication, and division).

        • Simultaneous Prompting to Teach Math - Description

          This practice description is a Promising Practice based on 1 acceptable quality single-case study.

          • Simultaneous Prompting to Teach Pythagorean Theorem - Lesson

            This lesson plan starter is to teach students to use Pythagorean Theorem to teach real-world application problems.

        • Supplemental Materials to Teach Social Studies Content - Description

          Practice Description of Supplemental Materials to Teach Social Studies Content.

          • Supplemental Materials to Teach Social Studies Content - Lesson 1

            Lesson plan to teach students complex historical content (Civil Rights Movement).

        • Technology to Teach Reading Comprehension - Description

          This practice description is a Promising Practice based on 1 acceptable quality single case study.

          • SMART Board Technology to Teach Grocery Store Aisle Sight Words - Lesson

            This lesson plan starter is to teach students grovery aisle sight words.

        • TouchMath to Teach Mathematics Computation Skills

          This Practice Description is a Promising Practice based on two acceptable quality single-case studies.

        • Check and Connect - Student Focused Planning - Description

          Practice description for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

          • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

            Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Acquired Brain Injury (ABI) Program - Competitive Employment - VR Practice Description

          Practice Descritpion for the effective practice of Acquired Brain Injury (ABI) Program identified by the RRTC-EBP-VR.

        • Agency Leadership - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of agency leadership identified by the RRTC-EBP-VR.

        • Career Exploration - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Career Exploration Services identified by the RRTC-EBP-VR.

        • Career Exploration - Job Search - NCWD Practice Description

          Practice Description for career exploration activities identified by NCWD-Youth

        • Choose to Work - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Choose to Work (CTW) identified by the RRTC-EBP-VR.

        • Community Based Instruction - Communication Skills - Lesson

          Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Community Based Instruction - Employment Skills - Description

          Practice description for community-based instruction to teach job skills. NSTTAC/NTACT

          • Community Based Instruction - Employment Skills - Lesson - Collating Copies

            Lesson plan to teach collating copies using community based instruction (Cihak, Alberto, Kessler, & Taber, 2004)

        • Community Rehabilitation Program - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Community Rehabilitation Program (CRP) Certification identified by the RRTC-EBP-VR.

        • Computer Assisted Instruction - Job Skills - Description

          Practice description for computer-assisted instruction to teach job specific skills. NSTTAC/NTACT

          • Computer Assisted Instruction - Employment Lesson1 - Office Job Skills

            Lesson plan to teach office job skills using computer assisted instruction (Mechling & Ortega-Hurndon, 2007)

          • Computer Assisted Instruction - Employment Lesson2 - Service Job Skills

            Lesson plan to teach service industry job skills using computer assisted instruction (Riffel et al., 2005)

        • Constant Time Delay - Job Skills - Description

          Lesson plan to teach office job skills using constant time delay. (Mechling & Ortega-Hurndon, 2007)

        • DARSforce - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of DARSforce identified by the RRTC-EBP-VR.

        • Data Driven - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of being Data Driven identified by the RRTC-EBP-VR.

        • Embedded Training Programs - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Embeded Training Programs (ETP) identified by the RRTC-EBP-VR.

        • Employer Relations Team - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Employer Relations Team identified by the RRTC-EBP-VR.

        • Empowerment and Customer Self-Concept - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of empowerment and customer self-concept identified by the RRTC-EBP-VR.

        • Essential Elements of Service Delivery - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of essential elements of service delivery identified by the RRTC-EBP-VR.

        • Excellent Service, Every Consumer, Every Time (E3) - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of E3 identified by the RRTC-EBP-VR.

        • Extension of Career Planning Services Beyond Secondary School

          Practice description for using an extension of employment preparation services after graduation to promote increased financial literacy skills. NSTTAC/NTACT

        • Increasing Visability and Communication/Constituent Relations - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of iincreasing visability and communication/constituent relations identified by the RRTC-EBP-VR.

        • Incubator Units - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of incubation units identified by the RRTC-EBP-VR.

        • Individual Placement and Supports - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of individual placement and supports identified by the RRTC-EBP-VR.

        • Least to Most Prompting - Communication - Lesson - Job Related

          Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)

        • Least to Most Prompting - Communication Skills - Description

          Lesson plan to teach employment related communication skills using least to most prompting system (Heller, Allgood, Ware, & Castelle, 1996)

        • Least to Most Prompting - Job Skills - Description

          Practice description for least to most prompting to teach job specific skills. NSTTAC/NTACT

          • Least to Most Prompting - Job Skills - Lesson - Cleaning a Table

            Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)

        • Maryland Seamless Transition Collaborative (MSTC) - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of MSTC identified by the RRTC-EBP-VR.

        • Mnemonics - Job Application Skills - Description

          Practice description for mnemonics to teach an employment skill. NSTTAC/NTACT

          • Mnemonics - Job Application Skills - Lesson

            Lesson plan to teach completing applications using a mnemonic strategy (Nelson & Smith, 1994)

        • Organizational Culture - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Organizational Culture identified by the RRTC-EBP-VR.

        • Organizational Skills - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of organizational skills identified by the RRTC-EBP-VR.

        • Partnerships - Competitive Employment - VR Practice Descriptions

          Practice Description for the effective practice of partnerships identified by the RRTC-EBP-VR.

        • Rapid Response and Internal Service - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Rapid Response and internal service identified by the RRTC-EBP-VR.

        • Rehabilitation Counselor and Unit Autonomy - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of RC&UA identified by the RRTC-EBP-VR.

        • Resources - Competitive Employment - VR Practice Descriptions

          Practice Description for the effective practice of using resources identified by the RRTC-EBP-VR.

        • Return on Investment - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Return on Investment identified by the RRTC-EBP-VR.

        • Service Integration and Business Model - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of SI & BM identified by the RRTC-EBP-VR.

        • Share Point - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Share Point identified by the RRTC-EBP-VR.

        • Soft Skills Training Program - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Soft Skills Training Program identified by the RRTC-EBP-VR.

        • Staff Training and Development - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Staff Training and Development identified by the RRTC-EBP-VR.

        • Strong Business Model - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Strong Business Model identified by the RRTC-EBP-VR.

        • Support for Innovative and Promising Practices - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of SIPP identified by the RRTC-EBP-VR.

        • UDOWD - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Utah Defendant Offender Workforce Development Taskforce (UDOWD) identified by the RRTC-EBP-VR.

        • Valforce - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Valforce identified by the RRTC-EBP-VR.

        • Work Incentive Planning and Benefits Counseling - Competitive Employment - VR Practice Description

          Practice Description for the effective practice of Work Incentive Planning and Benefits Counseling identified by the RRTC-EBP-VR.

        • Working Alliance or Client-Centered Services - Competitive Employment – VR Practice Description

          Practice Description for the effective practice of Working Alliance or Client-Centered Services identified by the RRTC-EBP-VR.

        • Check and Connect - Student Focused Planning - Description

          Practice description for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

          • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

            Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Backward Chaining - Functional Life Skills - Description

          Practice description of backward chaining to teach functional skills. NSTTAC/NTACT

        • Backward Chaining - Functional Life Skills - Description

          Lesson plan to teach first-aid skills using backward chaining (Gast, Winterling, Wolery, & Farmer, 1992)

        • CBI Lesson - Withdrawing Money

          Lesson plan to each withdrawing money from an ATM using community based instruction (Alberto et al., 2005)

        • Community Based Instruction - Banking Skills - Description

          Practice description for community based instruction to teach banking skills. NSTTAC/NTACT

        • Community Based Instruction - Communication Skills - Description

          Practice description for community-based instruction to teach employment-related communication skills. NSTTAC/NTACT

        • Community Based Instruction - Communication Skills - Lesson

          Lesson plan to teach job-related communication skills using community based instruction (Heller, Allgood, Ware, & Castelle, 1996)

        • Community Based Instruction - Community Integration - Description

          Practice description for community-based instruction to teach community integration skills. NSTTAC/NTACT

        • Community Based Instruction - Community Integration - Lesson1 - Public Pay Phone

          Lesson plan to teach telephone use using community based instruction (Collins, Stinson, & Laud, 1993)

        • Community Based Instruction - Community Integration - Lesson2 - Crossing Street

          Lesson plan to teach street crossing using community based instruction (Collins, Stinson, & Laud, 1993)

        • Community Based Instruction - Grocery Shopping - Description

          Practice description for community-based instruction to teach grocery shopping skills. NSTTAC/NTACT

        • Community Based Instruction - Grocery Shopping - Lesson

          Lesson plan to teach grocery shopping using community based instruction Gaule, Neitupski, & Certo, 1985)

        • Constant Time Delay - Banking - Description

          Practice description for constant time delay to teach banking skills. NSTTAC/NTACT

        • Constant Time Delay - Banking - Lesson

          Lesson plan to teach check cashing and ATM use with constant time delay (McDonnell & Ferguson, 1989)

        • Constant Time Delay - Leisure Skills - Description

          Practice description for constant time delay to teach leisure skills. NSTTAC/NTACT

        • Constant Time Delay - Leisure Skills - Lesson

          Lesson plan to teach leisure skills using constant time delay (Wall, Gast, & Royston, 1999)

        • Extension of Career Planning Services Beyond Secondary School

          Practice description for using an extension of employment preparation services after graduation to promote increased financial literacy skills. NSTTAC/NTACT

        • Forward Chaining - Functional Life Skills - Description

          Practice description for forward chaining to teach functional life skills. NSTTAC/NTACT

        • Forward Chaining Lesson - Functional Skills - Lesson - Laundromat

          Lesson plan to teach using a laundromat using forward chaining (McDonnell & McFarland, 1988)

        • Least to Most Prompting - Grocery Shopping Skills - Description

          Practice description for least to most prompting to teach grocery shopping skills. NSTTAC/NTACT

        • Least to Most Prompting - Grocery Shopping Skills - Lesson - Meal Planning

          Lesson plan to teach following a grocery list using least to most prompting system (Arnold-Reid, Schloss, & Alper, 1997)

        • Least to Most Prompting - Job Skills - Description

          Practice description for least to most prompting to teach job specific skills. NSTTAC/NTACT

        • Least to Most Prompting - Job Skills - Lesson - Cleaning a Table

          Lesson plan to teach cleaning skills using least to most prompting system (Smith, Collins, Schuster, & Kleinart, 1999)

        • Least to Most Prompting - Safety Skills - Description

          Practice description for least to most prompting to teach safety skills. NSTTAC/NTACT

        • Least to Most Prompting - Safety Skills - Lesson1

          Lesson plan to teach cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2002)

        • Least to Most Prompting - Safety Skills - Lesson2

          Lesson plan to teach cell phone use when lost using least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)

        • One-More-Than Strategy - Counting Money - Lesson

          Lesson plan to teach money counting use "one more than" strategy (Colyer & Collins, 1996)

        • One-More-Than Strategy - Counting Money - Description

          Practice description for one-more-than strategy to teach money counting skills. NSTTAC/NTACT

        • One-More-Than Strategy - Counting Money - Description

          Practice description for one-more-than strategy to teach money counting skills. NSTTAC/NTACT

        • Progressive Time Delay - Purchasing Skills - Lesson - Selecting Lower Priced Groceries

          Lesson plan seeking lower priced items using progressive time delay (Sandknop, Schuster, Wolery, & Cross, 1992)

        • Progressive Time Delay - Purchasing Skills - Description

          Practice description for progressive time delay to teach purchasing skills. NSTTAC/NTACT

        • Progressive Time Delay - Safety Skills - Description

          Practice description for progressive time delay to teach safety skills. NSTTAC/NTACT

        • Progressive Time Delay - Safety Skills - Lesson1 - Reading Labels

          Lesson plan to teach reading warning labels using progressive time delay (Collins & Stinson, 1994-1995)

        • Progressive Time Delay - Safety Skills - Lesson2 - Crossing the Street

          Lesson plan to teach street crossing using progressive time delay (Collins, Stinson, & Laud, 1993)

        • Response Prompting - Leisure Skills - Lesson

          Lesson plan for choosing a leisure activity using response prompting (Nietupski et al., 1986)

        • Response Prompting - Leisure Skills - Description

          Provides description for response prompting to teach leisure skills. NSTTAC/NTACT

        • Self-Management - Social Skills - Description

          Practice description for self-management to teach social skills. NSTTAC/NTACT

        • Self-Management - Social Skills - Lesson

          Lesson plan to teach game-related social skills using self-management strategies (Moore, Cartleledge, & Heckaman, 1995)

        • Self-Monitoring - Functional - Lesson - Leisure

          Lesson plan to teach leisure skills using self-monitoring (Mahon et al., 1992) 

        • Self-Monitoring - Functional Life Skills - Description

          Practice description for self-monitoring to teach leisure skills. NSTTAC/NTACT

        • Simulation - Lesson - Banking

          Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)

        • Simulations - Banking - Description

          Practice description for simulation to teach banking skills. NSTTAC/NTACT

        • Check and Connect - Student Focused Planning - Description

          Practice description for using Check and Connect to promote participation in the IEP meeting. NSTTAC/NTACT

        • Computer Assisted Instructon - Student Focused Planning - Description

          Practice description for using computer-assisted instruction to teach student involvement in the IEP. NSTTAC/NTACT

          • Computer Assisted Instruction - Student Focused Planning - Lesson - SAS

            Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)

    • Career Academies - School Completion - Description

      Practice Description for Career Academies for school completion

    • Job Corps - School Completion - Description

      Practice Description for the Job Corps program for school completion.

    • JOBSTART - School Completion - Description

      Practice Description for the JOBSTART program for school completion.

    • Social and Behavior Intervention Programs - Dropout Prevention - Description

      Practice Description for social and behavioral interventions as a dropout prevention strategy.

    • Talent Search - School Completion - Description

      Practice Description for the Talent Search program for school completion. 

    • Twelve Together - Staying in School - Description

      Practice Descritpion for the Twelve Together program for styaing in school. 

      • Career Awareness - Post-school Outcomes - Predictor Description

        Definition and characteristics of Career Awareness which is associated with improved post-school outcomes

      • High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description

        Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes

      • Interagency Collaboration - Competitive Employment - VR Practice Description

        Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes

      • Parent Expectations - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

      • Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes

      • Career Awareness - Post-school Outcomes - Predictor Description

        Definition and characteristics of Career Awareness which is associated with improved post-school outcomes

      • Community Experiences - Post-school Outcomes - Predictor Description

        Definition and characteristics of Community Experiences which is associated with improved post-school outcomes

      • High School Diploma/Exit Exam - Post-school Outcomes - Predictor Description

        Definition and characteristics of High School Diploma/Exit Exam which is associated with improved post-school outcomes

      • Interagency Collaboration - Competitive Employment - VR Practice Description

        Definition and characteristics of Interagency Collaboration which is associated with improved post-school outcomes

      • Parent Expectations - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent Expectations which is associated with improved post-school outcomes

      • Parent or Family Involvement - Post-school Outcomes - Predictor Description

        Definition and characteristics of Parent and Family Involvement which is associated with improved post-school outcomes

      • Program of Study - Post-school Outcomes - Predictor Description

        Definition and characteristics of Program of Study which is associated with improved post-school outcomes

      • Self-Care Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Care Skills which is associated with improved post-school outcomes

      • Self-Determination/Self-Advocacy - Post-school Outcomes - Predictor Description

        Definition and characteristics of Self-Determination/Self-Advocacy which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes

      • Transition Program - Post-school Outcomes - Predictor Description

        Definition and characteristics of Transition Program which is associated with improved post-school outcomes

      • Travel Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Travel Skills which is associated with improved post-school outcomes

      • Youth Autonomy and Decision Making

        Definition and characteristics of Youth Autonomy and Decision Making which is associated with improved post-school outcomes

      • Paid Work - Post-school Outcomes - Predictor Description

        Definition and characteristics of Paid Work which is associated with improved post-school outcomes

      • Social Skills - Post-school Outcomes - Predictor Description

        Definition and characteristics of Social Skills which is associated with improved post-school outcomes

      • Student Support - Post-school Outcomes - Predictor Description

        Definition and characteristics of Student Support which is associated with improved post-school outcomes