Review of the Literature on Community-Based Instruction across Grade Levels

As community-based instruction has been recognized as a variable leading to postschool success for all students with disabilities, early transition planning has become vital in students' preparation for adulthood. Based upon the need and importance of students receiving community-based instruct...

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Bibliographic Details
Published inEducation and training in autism and developmental disabilities Vol. 45; no. 2; pp. 242 - 267
Main Authors Walker, Allison R, Uphold, Nicole M, Richter, Sharon, Test, David W
Format Journal Article
LanguageEnglish
Published Division on Autism and Developmental Disabilities, Council for Exceptional Children 01.06.2010
Subjects
Community Based Instruction (Disabilities)
Daily Living Skills
Developmental Studies Programs
Individualized Transition Plans
Intervention
Literature Reviews
Normalization (Disabilities)
Recreational Programs
Skill Analysis
Skill Development
Transitional Programs
Vocational Education
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Summary:As community-based instruction has been recognized as a variable leading to postschool success for all students with disabilities, early transition planning has become vital in students' preparation for adulthood. Based upon the need and importance of students receiving community-based instruction, this literature review examined 23 transition intervention studies to identify vocational, community, daily living, and recreation skills taught across grade levels using CBI. The majority of studies included in the review showed positive results for all participants while more than half of the studies were conducted at the high school level. In addition, findings indicated mixed generalization and maintenance results. These findings suggest the need for practitioners to use evidence-based strategies in the community across grade levels. (Contains 1 table.)
ISSN:2154-1647