Daily Living Skills Materials Bibliography

by DB-LINK on May 1, 2011
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This is a partial list of materials on this topic available from the NCDB Catalog Database.  If you have additional questions, please contact us via email:

Updated 5/2011


Adapting the Mealtime Environment: Fact Sheet --Klein; Delaney. Therapy Skill Builders. Fact Sheets on Feeding & Nutrition for the Child with Special Needs. (1994) A good mealtime environment stimulates children with feeding difficulties to give their best effort to the meal. Such an environment really is the product of many smaller individual environments--physical, sensory, learning, and communication--all working in combination. This fact sheet looks at each of these individual environments and the ways in which they can enhance or detract from your child's mealtime setting.


AIM: Assessment Intervention Matrix --Wolf-Schein, Enid G.; Schein, Jerome D. Coconut Creek, Florida : Three Bridge Publishers. (2009) The Assessment Intervention Matrix (AIM) is a curriculum used to teach individuals with significant communication or sensory impairments (including those with severe auditory and visual problems or autism) to develop communication and daily-living skills in realistic, meaningful contexts, at school and at home. It is designed to bridge the gap between assessment and intervention through a process of continuous assessment, structured, intensive intervention, and reassessment, and can be tailored to the needs of pupils with a wide variety of abilities and deficits. AIM is divided into 2 parts addressing 7 skill areas. Part I: drinking, eating, dressing, and toileting. Part 2: personal care, housekeeping, and food preparation. This CD-ROM contains an updated version of AIM, which was previously released in 1995 and 2002. The CD contains separate pdf files of the AIM sections and their associated assessment and curriculum forms. Cost: $34.95 (includes priority mailing). Available from Three Bridge Publishers, 1703 Andros Isle Suite J-2, Coconut Creek, FL 33066. Phone: 954-978-1368. Fax: 954-968-3970. E-mail:


Curriculum for Daily Living --Perkins School for the Blind Department for Deaf-Blind Children. Watertown: Perkins School for the Blind. (1991) This curriculum was written for use with deaf or hearing-impaired students with visual capability of 5/200 or better. If it is used with totally blind students, adaptations will need to be made in some objectives and order of items may differ. The curriculum is designed to be used by teachers, child-care workers, houseparents or others who are responsible for helping the students to develop daily living skills. The skills and objectives in this curriculum are best met by cooperative effort and discussion among all persons working with a given student in these areas and with group decisions concerning who will pursue which goals, when and how. Areas covered are (1) personal body care and self-help skills, (2) social habits and manners, (3) home assistance and group living, (4) leisure and recreation,and (5) moving about in the near-environment.


Curriculum Guide for Deaf-Blind and Severely Multi-Handicapped Students: Component II---Techniques of Daily Living --Hanley, Elisabeth; Halloy, Shirley; LeVan, Sally; Peters, Delores; Reese, Luci. Wood Dale, IL: Stoelting. (1985) This curriculum guide is designed specifically for those deaf-blind children whose additional handicapping conditions are so multiple and severe that they cannot usually benefit from existing approaches. One premise of this curriculum is that all students can attain a level of increased awareness of participation in the process of self-care. Teaching daily living skills can be used to work on many language concepts, gross and fine motor skills, and interaction skills. Each major area of daily living skills is divided into discrete sections that break down the tasks involved into very small skill steps. Secondly, progress is determined by the student's decreasing need for assistance on each step of the task. Four categories of assistance---total physical manipulation, assistance, prompts, independent---are broken into ten levels that are then charted to allow for assessment and daily recording. Materials may be ordered from Stoelting Company, 620 Wheat Lane, Wood Dale, IL 60191 or by calling (708) 860-9700.


Daily Care and Self Help, Section 8-- SKI-HI Institute: 2002, 267-299. Understanding Deafblindness: Issues, Perspectives, and Strategies. Alsop, Linda, M.Ed. (Ed.) (2002) This section explains how daily routines of dressing and grooming provide opportunities for development of communication skills and how during these routines, an adult can have one-on-one interaction time with a child with deafblindness, which not only promotes communication and concept learning, but also provides the child with the opportunity to increase his independent self-help skills.


Dressing and Undressing --Swallow, Rose-Marie; Huebner, Kathleen Mary. VIBRATIONS NEWSLETTER OF COLORADO SERVICES FOR CHILDREN WHO ARE DEAF-BLIND, Spring 2001, pp. 13-16. (2001)This article describes how parents can develop independent living skills in their child with a visual impairment. Describes techniques for dressing and undressing, tying shoes, feeding and other self-care skills and teaching the child how to be independent in these skills. A sequence of dressing and undressing skills is provided.


Everybody Needs Toilets: An Easy Guide for People with a Learning Disability --Bradley, Alice; Buchanan, Mary; Dawson, John; Forsyth, Agnes. Worcestershire, UK: BILD Publications. (2006) This easy-to-read, large print, illustrated booklet provides basic information for people with learning disabilities about the language and behavior associated with toileting.


Helping the Deafblind Live Independently/Proulx, Jaymin. -- The Londoner: 2.This is about how Steven Kato of London who is deafblind gets assistance from with his interveners in daily tasks and activities


How to Thrive Not Just Survive: A Guide to Developing Independent Life Skills for Blind and Visually Impaired Children and Youth/Swallow, Rose-Marie (Ed.); Huebner, Kathleen Mary (Ed.) -- AFB Press: (1987) A practical, hands-on guide for parents, teachers, and everyone involved in helping children develop the skills necessary for socialization, orientation and mobility, and leisure and recreational activities. Among the subjects covered are eating, toileting, dressing, motor development, personal hygiene and grooming, clothing selection, self-esteem, socially appropriate behavior, etiquette, management of household tasks, communication, low vision devices, and using landmarks and clues.


Independent Living Skills/Kelley, Pat; Smith, Pat. -- AFB Press : 2000, 93. Foundations of Education: Volume II Instructional Strategies for Teaching Children and Youths with Visual Impairments. Alan J. Koenig and M. Cay Holbrook (Eds.) This chapter covers the key areas of personal management and home management. Personal management includes eating, grooming, hygiene, clothing, medical care, money, and time management. Home management includes food and diet management, household chores, shopping, and gardening.


Let's Not Forget About Low Technology for Deaf-Blind People --Bohrman, Jeffrey. The Deaf-Blind American, Technology for People Who Are Deaf-Blind, October-December 2007, Volume 46, Number 4, pp. 5-8. (2007) Everyone needs low technology to survive in our daily lives. This is especially true for individuals who are deaf-blind as technology enables them to live independently and productively. This article describes the basics needed for everyday living including watches and clocks, alarms, communication and writing aids and household aids. Publisher's web site:


Promoting fluency of performance of self-help tasks with a person with multiple disabilities/ Lancioni, Giulio E.; O'Reilly, Mark F.; Campodonico, Francesca. 2002, BEHAVIORAL INTERVENTIONS, vol. 17, pp. 15-20 (2002) A combination of favorite songs (reinforcement) and verbal prompts, automatically delivered through portable technology, was used to promote fluency of performance of self-help tasks in a young man with multiple disabilities (totally blind, normal hearing, profound intellectual impairment). Data indicated that the intervention was effective in reducing the time required by the man to complete the self-help tasks (dressing and washing). A momentary withdrawal of the prompts after about 6 months from the beginning of the study was accompanied by performance deterioration.  

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