THE ROAD AHEAD -- Dedication The Road Ahead 3rd Edition -- Road Ahead Bios and Contact Information -- Contents -- The Importance of Transition Services and Meaningful Outcomes for People with Disabilities -- 1. Importance ofWork in Integrated Settings -- 1.1. Philosophical/Ethical Judgment -- 1.2. Civil Rights -- 1.3. Normalization -- 1.4. Community Participation -- 1.5. Influencing Society -- 1.6. Valued -- 1.7. Helps Individuals Through Stress and Difficulties -- 1.8. Economic Independence -- 1.9. Professionals Cannot Meet All Needs of Persons with Disabilities -- 1.10. Life-Long Learning -- 2. Transition and Employment -- 3. Conclusion -- References -- Person Centered Transition Planning -- 1. Key Questions -- 2. Window to the World Case Study 1 -- 3. Window to the World Case Study 2 -- 4. Key Question 1: Why Does Transition Planning Need to be Person-Centered? -- 5. Key Question 2: What is Person Centered Planning? -- 6. Key Question 3: How Often Does Person Centered Planning Occur? -- 7. Key Question 4: Who Should be Involved in Person Centered Planning Teams? -- 8. Key Question 5: Who Can Facilitate a Person Centered Planning Meeting? -- 9. Key Question 6: How Can Someone Facilitate Person Centered Planning? -- 9.1. Personal Profile Development -- 9.1.1. Mapping a Circle of Support -- 9.1.2. Illustrating Community Presence -- 9.1.3. Developing a Preferences List -- 9.1.4. Expressing Gifts and Capacities -- 9.2. Future Lifestyle Planning -- 9.2.1. Creating a Challenging Vision of the Future -- 9.3. Action Steps and Responsible Parties -- 9.3.1. Negotiating Action Steps and Responsible Parties -- 9.4. Needed Service System Changes -- 10. Key Question 7: How Can Person Centered Planning Information be Incorporated into the IEP/Transition Plan? -- 11. Best Practice Recommendations -- 12. Community-Based Activity Suggestions.

13. Discussion Questions -- References -- Self-Determination: Enhancing Competence and Independence -- 1. Key Questions -- 2. Window to the World Case Study 1 -- 3. Window to the World Case Study 2 -- 4. Key Question 1: What is Self-Determination? -- 5. Key Question 2: How Does Self-Determination Impact Transition and Learning Outcomes? -- 6. Key Question 3: Why is Choice Making Considered the Foundation of Self-Determination? -- 7. Key Question 4: What Are the Strategies AssociatedWith Self-Determination? -- 8. Expressing Preferences and Choice Making -- 9. Picture Cues and Antecedent Cue Regulation Strategies -- 10. Problem Solving -- 11. Self-Instruction -- 12. Self-Monitoring -- 13. Self-Evaluation -- 14. Self-Reinforcement -- 15. Key Question 5: When Do You Start Teaching Self-Determination Skills? -- 16. Key Question 6: How Does Self-Determination Fit into Transition and Employment Programs? -- 17. Self-Directed Employment Assessment -- 18. Placement and Follow-Up -- 19. Key Question 7: How are Self-Determination Strategies and Skills Best Taught? -- 20. Key Question 8: What Instructional Materials and Specific Transition Opportunities are Available to Teach Self-Determination? -- 21. Using the IEP Meeting to Teach Self-Determination Skills -- 22. Using the Self-Directed Summary of Performance to Teach Self-Determination Skills -- 23. Key Question 9: Should Cultural Diversity be Considered When Teaching Self-Determination? -- 24. Best Practices Recommendations -- 25. School/Community Activities -- 26. Discussion Questions -- References -- Employment Assessment -- 1. Key Questions -- 2. Window to the World Case Study 1 -- 3. Window to the World Case Study 2 -- 4. Key Question 1: What are Vocational and Transition Assessments? -- 5. Key Question 2: Why Assess job Preferences? -- 5.1. Types of Preference Assessment -- 5.1.1. Self-directed Search.

5.1.2. Line-drawing Assessments -- 5.1.3. Congruence-based (Job Matching) Assessment -- 5.1.4. On-line Assessments -- 6. What are Job Tryouts and Situational Assessments? -- 7. What are Ecological Assessments and How Do They Relate to Job Tryouts? -- 8. What is the Role of Direct Observation? -- 8.1. Behavior Definitions -- 8.1.1. On-task Engagement -- 8.1.2. Correctly Placed Upright Tables -- 8.2. Observational Measure 1: Frequency -- 8.3. Observational Measure 2: Rate -- 8.4. Observational Measure 3: Percent of Opportunities -- 8.5. Observational Measure 4: Percent Correct -- 8.6. Observational Measure 5: Level of Prompt Required -- 8.7. Observational Measure 6: Quality Rating -- 8.8. Usefulness of Observational Measures -- 8.9. Graphing Procedures -- 9. What is the Role of Task Analysis in Assessing Employment Skill? -- 9.1. Development of a Task Analysis -- 9.2. Task Analysis Procedures -- 10. What About Family Assessment as Part of the Process? -- 11. How do You Use Assessment Information to Support Individuals in Job Sites and to Advance their Careers? -- 11.1. Charting a Career Path -- 12. Best Practice Recommendations -- 13. Discussion Questions -- 14. Community-Based Activity Suggestions -- References -- Teaching Skills to Students -- 1. Key Questions -- 2. Window to the World Case Study 1 -- 3. Window to the World Case Study 2 -- 4. Key Question 1: How Are skills Best Taught? -- 5. Key Question 2: What is the Difference Between Cues and Corrections? -- 6. Cues -- 6.1. Verbal Cues -- 6.2. Modeling -- 6.3. Gestures -- 6.4. Physical Guidance -- 7. Correction Procedures -- 7.1. Initiation Errors -- 7.2. Discrimination Errors -- 7.3. Response Errors -- 8. Key Question 3: What is the Best Way to Break Down a Task for Instruction? -- 9. Chains of Behavior -- 9.1. Forward Chaining -- 9.2. Whole Task Chaining/Concurrent Chaining.

9.3. Backward Chaining -- 10. Key Question 4: What do you do if the Learner is having Difficulty Learning Steps of the Task Analysis? -- 10.1. Provide Massed Trials -- 10.2. Manipulate the Demands of a Step to Ensure Learner Success -- 10.3. Increase the Level of Reinforcement During Massed Trials Training -- 10.4. Conduct Massed Trials in Short Time Blocks -- 10.5. Systematically Include Mastered Steps in the Chain of the Task -- 10.6. Systematically Fade Your Assistance -- 11. Key Question 5: How does reinforcement influence learning? -- 11.1. General Guidelines for Using Reinforcement -- 11.2. Types of Reinforcers Useful in School and Community Environments -- 11.3. Selecting Reinforcers -- 11.4. Considerations in Using Reinforcers -- 11.4.1. Age Appropriate -- 11.4.2. Health Appropriate -- 11.4.3. Ease of Delivery -- 11.4.4. Time of Consumption -- 11.4.5. Satiation -- 11.4.6. Contingency -- 12. When to Reinforce in Behavior Chains -- 13. Key Question 6: Can learners generalize what they have learned? -- 13.1. Setting -- 13.1.1. Train in the Natural Setting -- 13.1.2. Sequential Modification -- 13.2. Consequences -- 13.2.1. Introduce to Natural Maintaining Contingencies -- 13.3. Use Indiscriminable Consequences -- 13.4. Teach to Generalize -- 13.5. Program Common Stimuli -- 13.6. Sufficient Exemplars -- 13.7. Multiple Exemplars -- 13.8. Other -- 13.8.1. Incidental Teaching -- 13.8.2. Mediate Generalization -- 13.9. General Case Programming -- 14. Generalization Error Patterns -- 14.1. Irrelevant Stimuli Control the Target Response -- 14.2. Irrelevant Stimuli Control Irrelevant Responses -- 15. Use Self-Mediated Stimuli (e.g., Self-Management Strategies) -- 15.1. The Application of Self-Management Strategies -- 15.2. General Self-Management Steps -- 15.3. Types of Self-Management Procedures -- 15.3.1. Antecedent Procedures.

15.3.1.1. Self-instruction -- 15.3.1.2. Self-Determined Criteria -- 15.3.2. Consequence Procedures -- 15.3.2.1. Self-Monitoring\Self-recording -- 15.3.2.2. Self-Evaluation -- 15.3.2.3. Self-Recruited Feedback -- 15.3.2.4. Self-Reinforcement -- 16. Use of Technology in Systematic Instruction -- 17. Best Practice Recommendations -- 18. Community-Based Activity Suggestions -- 19. Discussion Questions -- References -- Career Development: An Experiential Model for Developing Basic Work Skills and Employment Preferences -- 1. Key Questions -- 2. Window to the World - Case Study 1 -- 3. Window to the World Case Study 2 -- 4. Key Question 1: What are the Critical Components of Career Development Programs? -- 5. Longitudinal Approach -- 6. Integrated Curriculum -- 7. Sequential Community-Based Vocational Experiences -- 8. Individualized, Person-Centered Planning -- 9. Community Employment Prior to Graduation -- 10. Key Question 2: How can a Vocational Component be Integrated into Elementary School Programs? -- 11. Classroom and School Jobs -- 12. Skills and Behaviors that Cross Other Curricular Domains -- 13. Key Question 3: How can a Vocational Component be Integrated into Secondary School Programs? -- 14. Key Question 4: How are Employment Opportunities and Individual Preferences Assessed? -- 15. Key Question 5: What are Early Work Experiences? -- 16. IdentifyingWork Experiences -- 17. Selecting Skills for Instruction -- 18. Evaluating Experiences -- 19. Key Question 6: What are Advanced Work Experiences? -- 20. IdentifyingWork Experiences -- 21. Selecting Skills for Instruction -- 22. Evaluating Experiences -- 23. Key Question 7: What Activities are Critical When Organizing Early and Advanced Community-Based Work Experiences? -- 24. Adherence to the Fair Labor Standards Act (FLSA) -- 25. Selecting and NegotiatingWork Experience Sites.

26. Organization and Sequencing of Instruction.