Evidence-Based Practices and Predictors
Resource List
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.
-
Collapse FolderTransition Planning
-
Collapse FolderEducation
-
Collapse FolderStudent Development - Academic Skills
-
Graphic Organizers to Teach Reading Comprehension - DescriptionThis Practice Description is an Evidence-Based Practice based on 5 acceptable group experimental, 1 high quality group experimental, and 3 acceptable single-case studies
-
Graphic Organizer - Reading - Lesson1 - Expository Text
This Lesson Plan is to teach comprehension of expository text using a graphic organizer.
-
Graphic Organizer - Reading - Lesson2 - Story
This Lesson Plan is to teach comprehension of a story using a story map (graphic organizer).
-
-
Strategy Instruction to Improve Reading Comprehension - Description
Practice description for Using Strategy Instruction to Improve Reading Comprehension. NSTTAC/NTACT
-
Strategy Instruction - Reading Comprehension - Lesson
Lesson plan for RAP strategy to teach reading comprehension skill.
-
-
Strategy Instruction to Teach Math - Description
Practice description for using strategy to teach math. NTACT
-
Self-Regulated Strategy Instruction to Solve Multiple Step Equations - Lesson
Lesson plan for teaching students how to solve and check multiple step math equations.
-
-
Time Delay to Teach Science Skills - Description
This Practice Description is an Evidence Based Practice based on six acceptable qaulity single-case studies.
-
Teaching Safety Skills - Lesson
This lesson plan is to teach students how to recognize key words and their corresponding definitions from product warning labels.
-
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment.
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
-
-
Collapse Folder
-
Collapse FolderEmployment
-
Collapse FolderStudent Development - Employment Skills
-
Simulation - Social Skills - Lesson1
This Lesson Plan is to teach students vocational social skills.
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
-
-
Collapse Folder
-
Collapse FolderIndependent Living
-
Collapse FolderStudent Development - Employment Skills
-
Collapse FolderStudent Development - Life Skills
-
Constant Time Delay - Food Preparation and Cooking Skills - Description
Practice description for constant time delay to teach food preparation skills. NSTTAC/NTACT
-
Constant Time Delay - Food Preparation and Cooking Skills - Lesson
Lesson plan to teach making a sandwich using constant time delay (Bozkurt & Gursel, 2005)
-
-
Least to Most Prompting - Functional Life Skills - Description
Practice description for using least to most promoting to teach functional life skills. NSTTAC/NTACT
-
Least to Most Prompting - Functional Life Skills - Lesson1
Lesson plan to teach meal planning using a least to most prompting system (Arnold-Reid,Schloss, & Alper, 1997)
-
Least to Most Prompting - Functional Life Skills - Lesson2
Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2003)
-
Least to Most Prompting - Functional Life Skills - Lesson3
Lesson plan to teach using a cell phone when lost using a least to most prompting system (Taber, Alberto, Hughes, & Seltzer, 2002)
-
Least to Most Prompting - Functional Life Skills - Lesson4
Lesson plan to teach laundry skills using a least to most prompting system (Taylor, Collins, Schuster, & Kleinart, 2002)
-
-
Response Prompting - Food Preparation Skills - Description
Practice description for response prompting to teach food preparation skills. NSTTAC/NTACT
-
Response Prompting with Technology - Food Preparation and Cooking Skills-Lesson2
Lesson plan to teach baking a cake in the microwave using response prompts (Trask-Tyler, Grossi, & Heward, 1994)
-
-
Response Prompting - Home Maintenance Skills - Description
Practice description for response prompting to teach home maintenance skills. NSTTAC/NTACT
-
Response Prompting - Home Maintenance Skills - Lesson1
Lesson plan to teach cleaning and laundry skills using response prompting (Cuvo, Davis, O'Reilly, Mooney, & Crowley, 1992)
-
Response Prompting - Home Maintenance Skills - Lesson2
Lesson plan to teach various home maintenance skills using response prompting with a Digivox (Mechling & Gast, 1997)
-
Response Prompting - Home Maintenance Skills - Lesson3
Lesson plan to teach laundry skills using response prompting (Taylor, Collins, Schuster, & Kleinart, 2002)
-
-
Simulations - Purchasing Skills - Description
Practice description for simulation to teach purchasing skills. NSTTAC/NTACT
-
Simulations - Purchasing Skills - Lesson1 - ATM
Lesson plan to teach withdrawing from an ATM using simulation (Cihak, Alberto, Kessler, & Taber, 2004)
-
Simulations - Purchasing Skills - Lesson2 - Grocery
Lesson plan to teach grocery shopping using simulation (Mechling, Gast, & Langone, 2002)
-
-
-
Collapse FolderStudent Development - Self-Determination Skills
-
Self-Determined Learning Model of Instruction - Goal Attainment - Description
Practice description for Self-Determined Learning Model of Instruction to increase goal attainment. NSTTAC/NTACT
-
Using SDLMI to Teach Goal Setting and Problem-Solving - Lesson
Lesson Plan to teach students to set goals, make a plan for achieving them, and adjust their plan as needed.
-
-
-
Collapse FolderStudent Involvement in the IEP
-
Collapse FolderStudent Focused Planning - Student Participation
-
Published Curricula - Student Focused Planning - Description
Practice description for using published curricula to teach student involvement in the IEP planning process. NSTTAC/NTACT
-
Published Curriculum - Student Focused Planning - Lesson1 - SAS1
Lesson plan to increase student participation in the IEP meeting using the Self-Advocacy Strategy (VanReusen. Deshler, & Schumaker, 1989)
-
Published Curriculum - Student Focused Planning - Lesson2 - SAS2
Lesson plan to teach student involvement in the IEP meeting using an interactive multimedia version of the Self-Advocacy Strategy (Lancaster, Schumaker, & Deshler, 2002)
-
Published Curriculum - Student Focused Planning - Lesson3 - SAS3
Lesson plan to teach IEP participation using the Self-Advocacy Strategy (VanReusen & Bos, 1994)
-
Published Curriculum - Student Focused Planning - Lesson4 - SD IEP
Lesson plan to teach student involvement in the IEP planning process using the SD IEP curriculum (Allen et al., 2002)
-
Published Curriculum - Student Focused Planning - Lesson5 - Person Centered Planning
Lesson plan to increase IEP participation using Person Centered Planning (Miner & Bates, 1997)
-
-
-
Collapse Folder
-
Collapse Folder
-
Collapse FolderGraduation
-
Collapse FolderPost-school Success