Practice Descriptions

Simulation to Teach Basic Finance Skills

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What is the practice?

Simulation occurs when the real-life setting/situation is re-created in a familiar environment. In this case, stores and banks were re-created in a school setting to help teach basic finance skills that could then be generalized to the local community. For this practice, static picture prompts were used to teach purchasing skills using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Teachers acted as the cashier and used a script and read a scenario that included asking the student if they had enough money in their account to make the purchase. A task analysis was used to teach students the steps of making a decision based on the amount of money in the account, making a purchase with a debit card, and tracking expenses (recording purchases and deposits).

Where has it been implemented?

  • Classroom
  • Transition office in the student’s school

Where is the best place to find out how to do this practice?

References used to establish this evidence base:

  • Rowe, D. A., Cease-Cook, J., & Test, D. W. (2011). Effects of Simulation Training on Making Purchases with a Debit Card and Tracking Expenses. Career Development for Exceptional Individuals34(2), 107–114. https://doi.org/10.1177/0885728810395744
  • Rowe, D. A., & Test, D. W. (2012). Effects of Simulation to Teach Students With Disabilities Basic Finance Skills. Remedial and Special Education34(4), 237–248. https://doi.org/10.1177/0741932512448218
Research-Based

Skill to be Learned

  • Basic Finance

Predictor of Post-School Success Aligned with this Effective Practice:

More about Research Evidence on this Practice