Transition to Adulthood
Transition to Adulthood
It is federally mandated that transition planning begins for every student who has an IEP before that student is 16 years old, but there is a need for effective programming and evidence-based curricula to support transition-aged students.

Transition to Adulthood was built around evidence-based practices to meet the needs of individuals with autism spectrum disorder, intellectual disabilities, and developmental disabilities. It uses point-of-view video modeling, task analyses, computer-based lessons, teacher-delivered lessons, and visual supports to teach a range of critical, functional skills in the areas of: Personal Life Skills, Home Skills, Vocational Skills, Community Skills, and Leisure Skills. It also includes an online assessment tool for progress monitoring.
Transition to Adulthood

POINT-OF-VIEW VIDEO MODELING Each video model is taken from the perspective of the learner using real people and is taken in the actual setting where the task would take place. Only the hands of the person are shown in the video model, making it feel as if the learner themselves were completing the task. These engaging videos run from 1- to 3- minutes in length, and follow the steps of the task analysis. While the students view the video, each step in the task analysis is read aloud in the first person as it is completed.

Collating and Stapling Papers - Vocational Skills
Making a Purchase from a Vending Machine - Community Skills
List of Domains and Skills

PERSONAL LIFE SKILLS:
  • Applying Sunscreen
  • Brushing Teeth
  • Combing or Brushing Hair
  • Handwashing
  • Hygiene when Coughing or Sneezing
  • Maintaining a Clean Appearance
  • Putting on Deodorant
  • Tending to a Minor Cut
  • Using a Weather Report to Plan an Outfit

HOME SKILLS:
  • Cleaning a Surface
  • Cleaning a Bathtub or Shower
  • Cleaning a Sink
  • Cleaning a Toilet
  • Cleaning Windows
  • Cutting an Apple for a Snack
  • Folding and Putting Away Clothes
  • Loading and Running the Dishwasher
  • Making a Bowl of Cereal
  • Making a Peanut Butter and Jelly Sandwich
  • Making a Turkey Sandwich
  • Making Pasta
  • Operating a Washing Machine
  • Operating the Dryer
  • Running a Vaccuum
  • Sorting Laundry
  • Sorting Silverware
  • Unloading the Dishwasher
  • Using the Microwave
  • Using the Toaster
  • Making a Smoothie
  • Making a Salad
  • Microwaving a Frozen Meal
  • Packing a Lunch
  • Washing Dishes by Hand

COMMUNITY SKILLS:
  • Crossing the Street
  • Finding Clothes to Try On (by size)
  • Making a Purchase from a Vending Machine
  • Making a Purchase with a Debit Card
  • Ordering Food from a Menu
  • Paying at a Restaurant
  • Purchasing Clothing
  • Purchasing Groceries
  • Riding Safely in a Car
  • Using a Grocery List
  • Using an ATM
  • Trying on Clothes in Dressing Room

VOCATIONAL SKILLS:
  • Bagging Groceries
  • Bringing in Shopping Carts
  • Bussing Tables
  • Changing Sheets
  • Collating and Stapling Papers
  • Data Entry (computer skills)
  • Dusting Furniture
  • Filing
  • Folding and Stocking Towels
  • Hanging Clothing by Size on Hangers and Racks (retail)
  • Making Copies
  • Mopping the Floor
  • Rolling Silverware
  • Sending an Email
  • Setting a Table
  • Shredding Paper
  • Stocking Merchandise
  • Stuffing Envelopes
  • Sweeping the Floor
  • Taking Orders
  • Taking Out the Trash

LEISURE SKILLS:
  • Buying Movie Tickets
  • How to Play Basketball
  • How to Play Soccer
  • Operating a Music Player
  • Operating the TV
  • Playing a Board Game
  • Playing a Card Game
  • Walking on a Walking Trail/Path
Progress Monitoring
Online assessments are available for each target skill and allow staff to monitor progress, prompt fading, maintenance, and generalization. These assessments feature a task analysis where the target skill/task is broken down into measurable steps. The task analysis allows the staff to note whether the student completed each step independently, or if they required a certain level of prompting (as described in the lesson plans). The data are collected and reported automatically.

 

Computer-Based Lesson Progress Graph
Computer-Based Lesson Progress Graph
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Generalization Assessment Progress Report by Session
Generalization Assessment Progress Report by Session
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Task Analysis
Task Analysis
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Generalization Assessment Summary Report
Generalization Assessment Summary Report
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Generalization Assessment Progress Report by Target
Generalization Assessment Progress Report by Target
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Buy Now
Transition to Adulthood was built around evidence-based practices to meet the needs of individuals with autism spectrum disorder, intellectual disabilities, and developmental disabilities. It includes the following evidence-based practices, as identified by the National Professional Development Center on Autism Spectrum Disorder in 2014: video modeling, modeling, prompting, reinforcement, naturalistic intervention, self-management, task analysis, technology-aided instruction and intervention, time delay, and visual supports. In addition, the National Technical Assistance Center on Transition identified the following as evidence-based practices in transition programming: constant time delay, response prompting, least-to-most prompting, and simulations, all of which are included in this curriculum.

To place an order, please call 1-800-283-0165 for pricing information.
Computer-based lessons
Transition to Adulthood includes computer-based lessons that the student can work on independently – which provides independence not only for the student but for the teaching staff as well. These lessons target receptive labeling (of key objects in the tasks in the context of a scene display), sorting items related to the target skill, and sequencing photographs that depict key steps in the task analysis. The computer-based lessons feature automatic prompting and reinforcement. The student’s data are collected automatically as they access these lessons for progress monitoring. The student’s computer-based lessons are easily linked to their IEP goals, enabling automatic reporting of their progress and time on task directly against their IEP goals.

Lesson Plans
The teacher-delivered lesson plans describe evidence-based ways to implement the components of the curriculum as the student practices the target skills in the school or in the community. The lesson plans are easy-to-use and guide the staff in:
  • Preparing for the lesson
  • Implementing the video model
  • Collecting data
  • Prompting the student using a task analysis and fading prompts effectively
  • Planning for generalization
Visual Supports
The aim of the visual supports is to reduce prompt dependence; they are meant to be used by the student for self-management. The visual supports included are a visual task analysis, task sequence photo cards, and a troubleshooting card that supports the student in solving problems that arise while they are engaging in a task.

Troubleshooting Card


Task Sequence Photo Cards


Visual Task Analysis

Evidence of Effectiveness
A study of Transition to Adulthood was conducted in a public, suburban school district outside of New York City. The school district serves approximately 5,600 students, 16% of whom receive special education services. The participants were 8 students, ages 15 to 19, with autism, intellectual disabilities, and developmental disabilities. The students receive special education services in a transition program in their public high school. A multiple baseline across skill design was used to evaluate the effects of Transition to Adulthood on the acquisition of vocational skills over a 10-week period. The results of this study demonstrate a strong and compelling functional relationship between the students’ acquisition of the target vocational skills and access to Transition to Adulthood. For more information on this study, go to www.teachtown.com/research.
Evidence of Effectiveness