Yes, here is the master file listing all the help files. These individual paragraphs can be viewed from within the Let's Go Learn learning management system as well via hypertext links.  You may copy and paste this text for your own internal training documentation if you are a licensed end-user of LCE 2.0.

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The revised Life Centered Education (LCE) Curriculum integrates High-Leverage Practices (HLPs) and Evidence-Based Practices (EBPs) to provide educators with a comprehensive framework for supporting students with exceptionalities. By incorporating these research-driven approaches, the curriculum aligns with the most current standards in special education and enhances the quality, consistency, and effectiveness of instruction. The selection and integration of HLPs and EBPs into each lesson were guided by rigorous evaluation processes and informed by the latest research in the field.

High-Leverage Practices (HLPs)

HLPs are foundational teaching practices identified through research and expert consensus as essential for effective teaching across diverse contexts (Aceves & Kennedy,2024). These practices address key areas, including instruction, collaboration, assessment, and social/emotional/behavioral supports. The Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) have defined and disseminated 22 HLPs tailored specifically for special education (available at highleveragepractices.org). HLPs serve as a guiding framework for educators, offering broad strategies that are effective in addressing the varied and complex needs of students with exceptionalities.

In the LCE Curriculum, HLPs are woven into the design of lessons to ensure educators are using strategies that maximize student engagement, foster inclusive practices, and promote equitable access to learning opportunities. For example, lessons might emphasize HLPs such as explicit instruction, scaffolding, or providing feedback to guide student learning. By integrating these practices, the curriculum ensures a consistent and research-backed approach to teaching foundational life skills. To learn more about HLPS check out 

Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, Feburary). High-leverage practices for students with disabilities. 2nd edition. Arlington, VA: Council for Exceptional Children and CEEDAR Center. https://ceedar.education.ufl.edu/high-leverage-practices/ 

Evidence-Based Practices (EBPs)

EBPs are specific interventions or strategies that have been demonstrated to be effective through rigorous research, including randomized controlled trials, high-quality single-case designs, and meta-analyses. The CEC Division for Research (CEC-DR) provides a comprehensive guide for identifying and disseminating EBPs in special education (https://cecdr.org/research/research-quality/defining-identifying-and-disseminating-evidence-based-practices). These practices offer targeted solutions for specific challenges, ensuring students receive interventions tailored to their unique needs.

In the LCE Curriculum, EBPs are carefully selected to complement HLPs and address specific goals within each domain. For example, lessons focused on social skills development may include structured teaching strategies (e.g., explicit instruction, prompting strategies, peer mediated instruction), while those addressing self-determination might incorporate goal-setting frameworks (Self-Determined Learning Model of Instruction) proven effective through research. This targeted approach ensures the interventions used are not only evidence-based but also directly applicable to the skill sets being developed.

The Selection Process for HLPs and EBPs

The process of selecting HLPs and EBPs for the revised LCE Curriculum involved a multi-step evaluation to ensure alignment with the curriculum�s goals and the needs of its users:

• Each HLP and EBP was evaluated for its relevance to the LCE�s instructional goals, ensuring that selected practices directly supported the curriculum�s domains and competencies.
• HLPs were chosen based on their inclusion in the CEC and CEEDAR Center�s framework, while EBPs were identified through rigorous research and vetted using the CEC-DR�s guidelines.
• Selected practices were reviewed for their feasibility and adaptability across diverse educational settings, ensuring they could be effectively implemented by educators with varying levels of experience and resources.
• Input from CEC and DCDT executive boards which includes educators, administrators, and researchers informed the final selection, ensuring the practices reflected both theoretical rigor and practical utility.

Integration into Lessons

Each lesson within the revised LCE Curriculum highlights specific HLPs and EBPs, providing educators with clear guidance on how to implement these practices effectively. Lessons include step-by-step instructions for incorporating HLPs and EBPs into instruction. Supplemental resources and examples are included to support educators in adapting the practices to meet individual students' needs.

By embedding HLPs and EBPs into the LCE Curriculum, the CEC and DCDT ensure educators are equipped with the tools and knowledge to deliver high-quality instruction that supports meaningful progress for all students. This integration bridges the gap between research and practice, empowering educators to create inclusive, effective learning environments that prepare students with exceptionalities for success in school, work, and life.

 

High Leverage Practices Included in Lessons

Council for Exceptional Children & CEEDAR Center. (2023, August). High-leverage practices. Retrieved November 28, 2024, from https://highleveragepractices.org/high-leverage-practices  

Nelson, G., Cook, S. C., Zarate, K., Powell, S. R., Maggin, D. M., Drake, K. R., Kiss, A. J., Ford, J. W., Sun, L., & Espinas, D. R. (2022). A systematic review of meta-analyses in special education: Exploring the evidence base for high-leverage practices. Remedial and Special Education, 43(5), 344�358. https://doi.org/10.1177/07419325211063491

Practice Area 1: Collaboration

HLP 1: Collaborate with professionals to increase student success. Collaboration with general education teachers, paraprofessionals, and support staff is necessary to support students� learning toward measurable outcomes and to facilitate students� social and emotional well-being across all school environments and instructional settings (e.g., co-taught). Collaboration with individuals or teams requires the use of effective collaboration behaviors (e.g., sharing ideas, active listening, questioning, planning, problem solving, negotiating) to develop and adjust instructional or behavioral plans based on student data, and the coordination of expectations, responsibilities, and resources to maximize student learning.  

Practice Area 2: Assessment

HLP 4: Use multiple sources of information to develop a comprehensive understanding of a student�s strengths and needs.
To develop a deep understanding of a student�s learning needs, special educators compile a comprehensive learner profile through the use of a variety of assessment measures and other sources (e.g., information from parents, general educators, other stakeholders) that are sensitive to language and culture, to (a) analyze and describe students� strengths and needs and (b) analyze the school-based learning environments to determine potential supports and barriers to students� academic progress. Teachers should collect, aggregate, and interpret data from multiple sources (e.g., informal and formal observations, work samples, curriculum-based measures, functional behavior assessment [FBA], school files, analysis of curriculum, information from families, other data sources). This information is used to create an individualized profile of the student�s strengths and needs. 

HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
Teachers interpret assessment information for stakeholders (i.e., other professionals, families, students) and involve them in the assessment, goal development, and goal implementation process.� Special educators must understand each assessment�s purpose, help key stakeholders understand how culture and language influence interpretation of data generated, and use data to collaboratively develop and implement individualized education and transition plans that include goals that are standards-based, appropriate accommodations and modifications, and fair grading practices, and transition goals that are aligned with student needs. 

HLP 6: After special education teachers develop instructional goals, they evaluate and make ongoing adjustments to students� instructional programs.
Once instruction and other supports are designed and implemented, special education teachers have the skill to manage and engage in ongoing data collection using curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key stakeholders (i.e., students, families, other professionals). Teachers study their practice to improve student learning, validate reasoned hypotheses about salient instructional features, and enhance instructional decision making. Effective teachers retain, reuse, and extend practices that improve student learning and adjust or discard those that do not.

 

HLP 7: Establish a consistent, organized, and respectful learning environment. Teachers should develop and maintain positive relationships by setting age-appropriate, culturally responsive expectations, routines, and procedures that are clearly stated, explicitly taught, and consistently practiced throughout the school year. When students successfully follow these rules and routines, teachers should provide meaningful, specific, and age-appropriate feedback in a caring manner. Consistently implementing and reinforcing these expectations helps reduce challenging behaviors and promotes student engagement. In shaping the classroom environment, teachers should prioritize building mutual respect with students, involve them in establishing the classroom climate (e.g., rules and routines), and demonstrate respect for ethnic, cultural, linguistic, and contextual diversity, ensuring an inclusive and engaging learning experience for all students.

Practice Area 4: Instruction

HLP 12: Systematically design instruction toward a specific learning goal. Teachers help students to develop important concepts and skills that provide the foundation for more complex learning. Teachers sequence lessons that build on each other and make connections explicit, in both planning and delivery. They activate students� prior knowledge and show how each lesson �fits� with previous ones. Planning involves careful consideration of learning goals, what is involved in reaching the goals, and allocating time accordingly. Ongoing changes (e.g., pacing, examples) occur throughout the sequence based on student performance. 

HLP 13: Adapt curriculum tasks and materials for specific learning goals. Teachers assess individual student needs and adapt curriculum materials and tasks so that students can meet instructional goals. Teachers select materials and tasks based on student needs; use relevant technology; and make modifications by highlighting relevant information, changing task directions, and decreasing amounts of material. Teachers make strategic decisions on content coverage (i.e., essential curriculum elements), meaningfulness of tasks to meet stated goals, and criteria for student success. 

HLP 14: Teach cognitive and metacognitive strategies to support learning and independence. Teachers explicitly teach cognitive and metacognitive processing strategies to support memory, attention, and self-regulation of learning. Learning involves not only understanding content but also using cognitive processes to solve problems, regulate attention, organize thoughts and materials, and monitor one�s own thinking. Self-regulation and metacognitive strategy instruction is integrated into lessons on academic content through modeling and explicit instruction. Students learn to monitor and evaluate their performance in relation to explicit goals and make necessary adjustments to improve learning. 

HLP 15: Provide scaffolded supports. Scaffolded supports provide temporary assistance to students so they can successfully complete tasks that they cannot yet do independently and with a high rate of success. Teachers select powerful visual, verbal, and written supports; carefully calibrate them to students� performance and understanding in relation to learning tasks; use them flexibly; evaluate their effectiveness; and gradually remove them once they are no longer needed. Some supports are planned prior to lessons and some are provided responsively during instruction. 

HLP 16: Use explicit instruction. Teachers make content, skills, and concepts explicit by showing and telling students what to do or think while solving problems, enacting strategies, completing tasks, and classifying concepts. Teachers use explicit instruction when students are learning new material and complex concepts and skills. They strategically choose examples and non-examples and language to facilitate student understanding, anticipate common misconceptions, highlight essential content, and remove distracting information. They model and scaffold steps or processes needed to understand content and concepts, apply skills, and complete tasks successfully and independently. 

HLP 17: Use flexible grouping. Teachers assign students to homogeneous and heterogeneous groups based on explicit learning goals, monitor peer interactions, and provide positive and corrective feedback to support productive learning. Teachers use small learning groups to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. They choose tasks that require collaboration, issue directives that promote productive and autonomous group interactions, and embed strategies that maximize learning opportunities and equalize participation. Teachers promote simultaneous interactions, use procedures to hold students accountable for collective and individual learning, and monitor and sustain group performance through proximity and positive feedback. 

HLP 18: Use strategies to promote active student engagement. Teachers use a variety of instructional strategies that result in active student responding. Active student engagement is critical to academic success. Teachers must initially build positive student�teacher relationships to foster engagement and motivate reluctant learners. They promote engagement by connecting learning to students� lives (e. g., knowing students� academic and cultural backgrounds) and using a variety of teacher-led (e.g., choral responding and response cards), peer-assisted (e. g., cooperative learning and peer tutoring), student-regulated (e.g., self-management), and technology-supported strategies shown empirically to increase student engagement. They monitor student engagement and provide positive and constructive feedback to sustain performance. 

HLP 19: Use assistive and instructional technologies. Teachers select and implement assistive and instructional technologies to support the needs of students with disabilities. They select and use augmentative and alternative communication devices and assistive and instructional technology products to promote student learning and independence. They evaluate new technology options given student needs; make informed instructional decisions grounded in evidence, professional wisdom, and students� IEP goals; and advocate for administrative support in technology implementation. Teachers use the universal design for learning (UDL) framework to select, design, implement, and evaluate important student outcomes. 

HLP 22: Provide positive and constructive feedback to guide students� learning and behavior.
The purpose of feedback is to guide student learning and behavior and increase student motivation, engagement, and independence, leading to improved student learning and behavior. Effective feedback must be strategically delivered and goal directed; feedback is most effective when the learner has a goal and the feedback informs the learner regarding areas needing improvement and ways to improve performance. Feedback may be verbal, nonverbal, or written, and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning (i.e., acquisition, fluency, maintenance). Teachers should provide ongoing feedback until learners reach their established learning goals.  

 

Co-Teaching Strategies Included in Lessons

Beninghof, A, M., (2020). Co-teaching that works: Structures and strategies for maximizing student learning (2nd ed.). Jossey-Bass; San Francisco, CA.  

Friend, M. (2019). Co-teach: Building and sustaining effective classroom partnerships in inclusive schools (3rd ed.). Marilyn Friend Inc.  

Alternative Teaching: One teacher works with the majority of the class while the other teacher provides targeted instruction to a smaller group of students. This strategy allows for differentiation and individualized support within the classroom setting, ensuring all students receive instruction that meets their unique needs. Use this strategy to address specific learning needs, such as providing remediation, pre-teaching, or re-teaching to students who are struggling with the material. It is particularly beneficial for differentiating instruction, supporting English Language Learners, and offering individualized assessments or interventions. To use this strategy effectively, co-teachers must collaborate on lesson planning, clearly define goals for the small group, and ensure equitable opportunities for all students. When implemented thoughtfully, alternative teaching promotes inclusivity, closes learning gaps, and supports diverse student needs within the classroom (Beninghof, 2020; Friend, 2013).

One Teach, One Assist: One teacher delivers the lesson, while the other circulates the room, offering individual or small-group support as needed. Implement this strategy during direct instruction when some students need extra support, clarification, or redirection to stay on task. This works well in classrooms with diverse learning needs, where some students may require individualized help during the lesson. The assisting teacher should be familiar with the lesson content and student needs. Both teachers should reflect on which students need additional support and plan differentiated strategies accordingly (Beninghof, 2020; Friend, 2013).

One Teach, One Observe: One teacher leads the instruction while the other observes specific aspects of the classroom, such as student engagement, behaviors, or learning outcomes. The observing teacher gathers data to inform future instruction, monitor progress, or evaluate the effectiveness of teaching strategies. This strategy is ideal for collecting data to guide instruction, monitoring behavior patterns, tracking progress on interventions or accommodations, or evaluating the effectiveness of teaching methods. It is particularly useful for informal assessments, baseline data collection, and providing instructional feedback. To maximize its effectiveness, the observing teacher's role and focus should be clearly defined, and the data collected should be shared and used to enhance teaching and learning outcomes (Beninghof, 2020; Friend, 2013).

Parallel Teaching: The class is divided in half, and each teacher delivers the same lesson simultaneously to their respective group. This reduces class size for more direct interaction and engagement. Use parallel teaching when you want to lower the student-teacher ratio to provide more individualized attention. This can be particularly useful during lessons requiring discussion, active participation, or hands-on activities. Effective for classes with diverse learners or when large class sizes prevent effective instruction. It can help students who struggle with staying focused in larger groups or who benefit from more direct engagement with the teacher. Both teachers must plan the lesson together to ensure consistency in instruction. After the lesson, they should discuss student performance and make adjustments for future sessions (Friend, 2013).

Station Teaching: The class is divided into small groups, and each teacher teaches a different station with students rotating between stations. Each station covers different content, skills, or activities. Use this when you want to provide differentiated instruction or reinforce different aspects of a topic. It works particularly well when the content can be broken into distinct segments. Station teaching is highly effective with diverse learners and classrooms where small-group instruction can enhance student engagement and understanding, such as students needing hands-on learning, remediation, or enrichment. Teachers should coordinate the content and ensure each station aligns with learning objectives. Regularly communicate to adjust the station activities based on student performance and needs (Beninghof, 2020; Friend, 2013).

Team Teaching: Two or more teachers share equal responsibility for planning, delivering, and assessing instruction in the classroom. Unlike other co-teaching approaches, team teaching involves both educators actively engaging with students simultaneously, often blending their expertise and styles to create a dynamic and interactive learning environment. Team teaching is ideal for fostering collaborative instruction, presenting diverse perspectives, and increasing student engagement through interactive activities like debates or simulations. This strategy works well in classrooms with diverse learners, for challenging content that benefits from multiple approaches, and for professional development as teachers learn from each other. To be effective, team teaching requires thorough planning, clear role division, and strong communication between teachers. When implemented well, it promotes dynamic learning and demonstrates collaboration as a model for students. (Beninghof, 2020; Friend, 2013).

Common EBPs included in Lessons

Bowman-Perrott, L., Gilson, C., Boon, R. T., & Ingles, K. E. (2023). Peer-Mediated Interventions for Students with Intellectual and Developmental Disabilities: A Systematic Review of Reviews of Social and Behavioral Outcomes. Developmental Neurorehabilitation, 26(2), 134�154. https://doi.org/10.1080/17518423.2023.2169878

Collins, B. C. (2022). Systematic instruction for students with moderate and severe disabilities. 2nd Edition. Baltimore, MD: Paul H. Brookes Publishing Co.

Ciullo, S., & Reutebuch, C. (2013). Computer-based graphic organizers for students with LD: A systematic review of literature. Learning Disabilities Research & Practice, 28(4), 196�210.

Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51�72. http://www.jstor.org/stable/23053296

Matusevich, H. A., Shogren, K. A., Raley, S. K., Zimmerman, K. N., Alsaeed, A., & Chapman, R. (2025). A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS. Career Development and Transition for Exceptional Individuals, 48(1), 6-20. https://doi.org/10.1177/21651434231200000

Panjaitan, N. B., & Sihotang, H. M. (2020). A comparative study between Frayer Model and Concept Mapping Strategy to enhance students� vocabulary acquisition. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 39�66.

Travers, H. E., & Carter, E. W. (2022). A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities. Remedial and Special Education, 43(1), 40-57. https://doi.org/10.1177/074193252

 

Frayer Model: Uses a graphic organizer to help students develop a deep understanding of vocabulary by examining words in multiple contexts. It prompts students to define a word, describe its characteristics, give examples, and provide non-examples. Below are the steps for implementing the Frayer Model in instruction:

• Select Key Vocabulary Words
  • Choose essential terms that are central to the lesson or unit.
  • Focus on words that are conceptually complex or frequently used in the subject area.
• Introduce the Frayer Model
  • Explain the structure of the Frayer Model, which includes four quadrants:
    • Definition � In students� own words, not a textbook definition.
    • Characteristics � Key features or attributes of the word.
    • Examples � Situations, objects, or scenarios where the word is correctly applied.
    • Non-Examples � Situations where the word would not apply (to contrast meaning).
  • Show a visual representation of the model and describe how it aids in understanding vocabulary deeply.
• Model the Process
  • Select a word and complete the Frayer Model as a class.
  • Think aloud as you fill in each section, demonstrating how to break down the word's meaning.
    • Example word: relationship
      • Definition: A connection or association between two or more people, things, or concepts.
      • Characteristics: Involves communication. Can be personal, professional, or abstract. Requires mutual interaction. May involve emotions or shared goals. Can change over time.  
      • Examples: Friendship, Parent-Child relationship, Employer-employee relationship, cause and effect in science
      • Non-Examples: Isolation, one-time transaction, random encounter, objects with no interaction (e.g., two seperate chairs)
• Guided practice
  • Provide students with a new word and work with them to complete the Frayer Model in small groups or pairs.
  • Monitor progress and provide feedback as students work through each section.
• Independent practice
  • Assign students individual words to complete a Frayer Model on their own.
  • Encourage students to use multiple resources (textbooks, glossaries, online tools) to gather information about their word.
• Share and Discuss
  • Have students present their completed Frayer Models to the class.
  • Facilitate a discussion about the word meanings, emphasizing differences and clarifying misunderstandings.
• Reinforce Understanding
  • Use the Frayer Models in future lessons as references during class discussions or activities.
  • Incorporate the vocabulary words into writing assignments, assessments, or games to deepen retention.
• Assess Learning
  • Evaluate students� Frayer Models for accuracy and completeness.
  • Use formative assessments like quizzes, matching games, or concept maps to check students� understanding of the vocabulary.
• Additional Tips
  • Adapt for Different Learners: Use sentence starters or word banks for students who need more support.
  • Make it Interactive: Allow students to use digital tools to create Frayer Models.
  • Incorporate Visuals: Encourage students to draw pictures or symbols in their Frayer Models to aid memory.

Graphic Organizers: A visual tool that represents ideas, concepts, or processes in a structured and organized format, often using diagrams, charts, or maps. It is designed to help students visually organize and connect information, making complex concepts more accessible and easier to understand. Graphic organizers facilitate comprehension, planning, and reflection, enabling learners to process and retain information more effectively.

• Select the Right Type of Graphic Organizer
  • For Goal Setting: Use flowcharts or SMART goal templates to outline steps toward achieving a transition goal.
  • For Career Exploration: Employ Venn diagrams to compare career interests, strengths, and skill requirements.
  • For Problem-Solving: Use cause-and-effect maps to explore potential barriers to employment and identify solutions.
  • For Planning: Use timelines or calendars for planning steps in postsecondary education or job application processes.
• Integrate Graphic Organizers into Instructional Activities
  • Self-Determination Skills: Encourage students to use decision-making trees to evaluate postsecondary education or job training options.
  • Job Skills Training: Create step-by-step task analysis charts to break down complex work-related tasks into manageable steps.
  • Community Integration: Use mind maps to brainstorm community resources and supports for independent living.
• Provide Explicit Instruction
  • Modeling: Demonstrate how to complete the graphic organizer with an example related to secondary transition, such as planning a job shadowing experience.
  • Guided Practice: Work collaboratively with students to fill out the organizer, gradually allowing them to take the lead.
  • Independent Use: Assign activities where students independently complete organizers, applying skills they�ve learned.
• Encourage Personalization and Reflection
  • Allow students to personalize their graphic organizers with colors, symbols, or images that resonate with their learning style.
  • Facilitate reflection by having students review and revise their organizers as they gain new insights or experiences.
• Incorporate Technology
  • Use digital tools or apps like Canva, Padlet, or Lucidchart for creating and sharing graphic organizers. Digital platforms can offer additional features, such as collaboration and real-time feedback.
• Assess and Adjust
  • Use the completed graphic organizers as assessment tools to gauge understanding and identify areas for additional instruction or support.
  • Adjust instruction based on how well students engage with and utilize the organizers.

 

Most-to-Least Prompting: Use this hierarchy of prompts to support students as they acquire new skills. Begin with the most supportive prompts (e.g., physical) and gradually reduce prompting as students become more proficient. This method is best suited for the initial stages of skill acquisition, when students need maximum support to perform tasks. This strategy is ideal for students who require significant guidance to learn new skills, including students with developmental disabilities or those who struggle with task performance. 

• Secure the student�s attention. 
• Deliver the task direction. 
• Immediately use the most intrusive prompt necessary for a student to perform the correct response (e.g., physical), praising all correct responses. 
• After several sessions, move to the next less intrusive prompt level in the hierarchy (e.g., model), praising all correct responses. 
• After several sessions, move to the next less intrusive prompt level in the hierarchy (e.g., verbal), praising all correct responses. 
• Continue until the student can perform the response independently across several sessions.

Peer Mediated Instruction: Peers are trained to assist target students by providing prompts, reinforcement, and modeling during instructional activities. Role-playing and direct instruction are used to prepare peer mediators. Incorporate this strategy when aiming to promote social interaction, peer learning, or when peer modeling can be beneficial in a collaborative learning environment. Peer-mediated instruction is particularly useful for students working on academic, social, or behavioral goals. It�s effective in inclusive classrooms where students of varying abilities can benefit from peer support. 

Teach peers specific strategies they will use to support the target student (e.g., prompting, reinforcing, modeling). Use role-playing to help peers practice their skills. Ensure peers understand how to give appropriate support without doing the task for the learner. 

• Pair or group peer mediators with students who need support based on academic or social goals. Consider how peer dynamics may affect interactions and adjust as necessary for a supportive learning environment. 
• Set specific learning, social, or behavioral goals for the target student. Ensure both the peer and target student understand the goals of their collaboration. Continuously monitor and adjust goals as progress is made. 
• Schedule regular opportunities for peer interaction within instructional activities. Ensure the environment promotes positive interaction, such as during small group activities or one-on-one tasks. Supervise the peer groups, offering guidance and reinforcement when necessary.

Progressive Time Delay: One single prompt is used across instructional sessions. The prompt must be a controlling prompt (i.e., must result in a correct response the majority of the instructional trials). The Controlling prompt should be least intrusive prompt necessary. After initial 0-second delay session, delay interval following task direction increased by small increments of time across sessions. This strategy is suited for learners with significant intellectual disability, or learners with impulsive behaviors because initial delay interval is short and slowly increases over time. This strategy is generally used to teach a new skill that is not in the student�s repertoire. The initial instructional sessions do not allow the student to respond independently. Prompts are delivered systematically gradually fading prompts by increasing the response interval.

Steps for each trial:

1. Secure the student�s attention.
2. Deliver the task direction.
3. Wait a predetermined set of seconds for the student to respond (e.g., 0-sec delay the first session, 1 sec delay during second session, 2 sec delay during third session, and 3 sec delay during all subsequent sessions).
4. Deliver the controlling prompt.
5. Wait the pre-determined response interval (e.g., 3 sec)
6. Praise correct responses or repeat the prompt for incorrect responses or failures to respond.

Self-Determined Learning Model of Instruction: an instructional approach designed to promote self-determination and goal-setting. The SDLMI framework consists of three phases, each with specific steps to guide students through identifying and achieving their goals. Below is a detailed description of the steps involved:

Phase 1: Set a Goal

• Identify a goal area
  • Guide students to reflect on their strengths, needs, interests, and preferences.
  • Use person-centered planning tools or interest inventories to help students select meaningful goals (e.g., academic, employment, personal development)
• Ask key questions to establish the goal
  • Help students answer questions such as:
    • What do I want to learn?
    • Where do I want to go?
    • What do I want to do?
  • Write a measurable goal statement
    • Support students in developing a clear and measurable goal using frameworks such as SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).

Phase 2: Take Action

• Develop an action plan
• Help students identify steps needed to achieve their goal by answering:
  • What do I need to do to reach my goal?
  • What materials or resources do I need?
  • What barriers might I encounter, and how can I overcome them?
• Implement the action plan
  • Provide students with opportunities to carry out the steps in their action plan.
  • Offer coaching, support, and encouragement as they work toward their goal.
• Self-monitor progress
  • Teach students how to track and evaluate their progress using self-monitoring tools, checklists, or progress charts.
  • Encourage reflection by asking:
    • Am I making progress toward my goal?
    • What is working well, and what needs to change?

Phase 3: Adjust the Goal or Plan

• Evaluate the outcome
  • Guide students in reflecting on the results of their efforts by asking:
    • Did I achieve my goal?
    • What did I learn from this experience?
    • What would I do differently next time?
  • Revise the goal or set a new one
    • If the goal was not fully achieved, help students revise it or develop a new goal.
    • Repeat the SDLMI process with the revised or new goal.

Self-Regulated Strategy Development (SRSD): is an evidence-based instructional approach designed to help students develop writing skills while enhancing their self-regulation abilities, such as goal-setting, self-monitoring, and self-reinforcement. SRSD involves explicitly teaching writing strategies while fostering student ownership of the process. SRSD can be used for various types of writing (narrative, persuasive, expository) and tailored to meet individual student needs.

Steps for Implementing SRSD: 

1. Develop Background Knowledge
   1. Ensure students have the prerequisite skills needed for the writing task (e.g., understanding of grammar, sentence structure, or topic knowledge).
   2. Assess what students already know and provide any necessary background information to fill gaps.
   3. Use modeling and discussion to help students build foundational knowledge.
2. Discuss It
   1. Introduce the writing strategy to the students.
   2. Explain the purpose of the strategy, how it will help improve their writing, and how they can use self-regulation techniques (e.g., goal-setting, self-instruction, self-monitoring).
   3. Engage students in a discussion about the strategy's usefulness and allow them to personalize how they will apply it.
   4. Review examples and non-examples of the strategy in practice.
3. Model It
   1. Model the writing strategy and self-regulation behaviors by thinking aloud while writing.
   2. Demonstrate how to plan, organize, draft, revise, and edit writing using the strategy.
   3. Emphasize the use of self-instruction (e.g., "I need to focus on my topic," "If I get stuck, I can use my checklist").
   4. Show students how to set goals and monitor their progress as they write.
4. Memorize It
   1. Help students memorize the steps of the writing strategy and the self-regulation techniques they will use.
   2. Use mnemonics, visual aids, or checklists to support memorization.
   3. Students should be able to recall the strategy independently before moving on.
5. Support It
   1. Guide students through the writing process with scaffolded support.
   2. Provide prompts, cues, and feedback as students practice using the strategy.
   3. Gradually reduce support as students gain confidence and proficiency.
   4. Encourage peer collaboration and self-monitoring during practice.
6. Independent Performance
   1. Students apply the strategy independently in their writing tasks.
   2. Encourage students to set personal goals, monitor their progress, and self-reinforce their efforts.
   3. Provide opportunities for students to reflect on their use of the strategy and how it improved their writing.
   4. Reinforce continued use of the strategy across different writing tasks and genres.

 

System of Least Prompts: Uses a response interval followed by prompts that start with the least intrusive (e.g., verbal) and move to more intrusive (e.g., model or physical) as needed. This strategy works best when the student has already learned the skill but needs practice for fluency and independence. Ideal for students who can perform tasks with minimal prompting but may still need occasional support to solidify learning. 

• Secure the student�s attention. 
• Deliver the task direction. 
• Wait a set number of seconds (i.e., response interval) for the student to respond independently. 
• If the student responds correctly give praise, if no response or an error, give the least intrusive prompt in the hierarchy (e.g., verbal) and wait the same set number of seconds for a response. 
• If the student responds correctly give praise, if no response or an error, give the least intrusive prompt in the hierarchy (e.g., model) and wait the same set number of seconds for a response. 
• If the student responds correctly give praise, if no response or an error, give the least intrusive prompt in the hierarchy (e.g., physical) and wait the same set number of seconds for a response. 
• Praise the correct response before going to the next step in the task analysis.

Total Task Presentation: This strategy is effective for teaching a sequence of steps in a task analysis. Use this strategy when teaching multi-step skills to ensure students learn the entire sequence from beginning to end. This strategy works well with students who can follow multi-step instructions but need practice in task sequencing. It is especially useful in special education and vocational training settings. 

• Demonstrate using a verbal plus model prompt of each step of the task analysis 
• Demonstrate each step of the task analysis one time 
• Say �Now your turn� and will instruct student to complete the first step of the task analysis 
• Student will then verbalize the task step and complete it 
• Give student 5 seconds from when you provide the prompt to begin the step 
• If student does not respond within 5 seconds, provide the next least restrictive prompt (e.g., verbal, gesture) 
• If the student does respond within 5 seconds, provide reinforcement (e.g., verbal praise, thumbs up). 
• Repeat steps 5-7 for the remainder of the task analysis.