This is a research-based practice for students with disabilities (SLD) based on one rigorous group design study that did not meet quality standards and six methodologically sound single-case studies
Students are taught independent living skills (i.e., making spaghetti, cleaning the dining room, making macaroni and cheese, cleaning porches, cleaning the living room, and mailing a letter).
Student is taught how to clean a bathroom mirror, sink, and toilet using a cassette player to provide an auditory prompt system with a fading component to teach the task analysis for each skill.
In the studies used to the evidence base for using response prompting to teach employment skills, response prompting include: visual response prompts (Sowers, Verdi, Bourbeau, & Sheehan, 1985), auditory response prompts (Mitchell, Schuster, Collins, & Gassaway, 2000), and tactile cues (Berg & Wacker, 1989)
The National Secondary Transition Technical Assistance Center (NSTTAC) first summarized the intervention (practice) and correlational (predictor) research in secondary transition in 2009 (i.e., Test, Fowler, et al., 2009; Test, Mazzotti, et al., 2009). An executive summary of these findings and subsequent updated literature reviews were shared online. This (2012) review provides the first summary, organized by practice, rather than skill taught.
To teach students note-taking skills.
This is a Practice Description that is an evidence-based practice for students with disabilities based on two methodologically sound group experimental study with random assignment across 63 participants with disabilities or low reading ability.