What is the practice?
Community-based instruction is teaching functional skills that take place in the community where target skills would naturally occur (Brown et al., 1983).
In the studies used to establish the evidence base for using community-based instruction (CBI), the following purchasing skills were taught:
- Using simulated instruction paired with CBI (Bates et al., 1999)
- Using small group instruction with role play followed by CBI (Westling et al., 1990)
- Using simulation and picture prompts (Alberto et al., 2005)
- Using the One-More-Than strategy plus CBI (Cihak & Grim, 2008)
- Using backward chaining and whole task strategies (McDonnell & Laughlin, 1989).
How has the practice been implemented?
- Simulated instruction paired with CBI was more effective and efficient than CBI alone to teach students tasks associated with purchasing a soft drink in a restaurant, using a 20 step task analysis (Bates et al., 1999)
- Simulated instruction using a picture prompt photo album of a debit machine preceded community based instruction using least to most prompts to make purchases using a debit card (Alberto et al., 2005)
- Students were taught the “next dollar” purchasing strategy using least to most prompts on the classroom, then with the same instructional strategy at the school bookstore, and finally at a department store with purchases up to $20 in value (Cihak & Grim, 2008)
- Small group instruction using role-play and demonstration of purchasing skills immediately preceded community-based instruction in a department store using response prompts (i.e., task analysis) and least to most prompting by the teacher (Westling et al., 1990)
- Students used backwards chaining and whole task strategies to learn how to purchase items at a fast food restaurant and a supermarket (McDonnell & Laughlin, 1989)
Where has it been implemented?
- Department store (2 studies)
- Grocery store (2 studies)
- Restaurant (2 studies)
Where is the best place to find out how to do this practice?
Related Lesson Starter
References used to establish this evidence base:
- Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26, 327-339.
- Bates, P. E., Cuvo, T., Miner, C. A., & Korabek, C. A. (1999). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities, 22, 95-115.
- Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.
- McDonnell, J., & Laughlin, B. (1989). A comparison of backward chaining and concurrent chaining strategies in teaching community skills. Education and Training in Mental Retardation, 24(3), 230–238.
- Westling, D. I., Floyd, J., & Carr, D. (1990). Effect of single setting versus multiple setting training on learning to shop in a department store. American Journal of Mental Retardation, 94, 616-624.
