PLSN Eval - Official Project

Alexis M.
Smith
Major: HPE Human Performance
HPE 311: Planning and Evaluation
November 23, 2015
Ready, Set, GO! Program
Table of Content
Mission Statement.1
Overview...2-3
Concept/Goals/Objectives.4-9
Content Outline.10-16
Learning Activities17-21
Session Plans.22-37
Evaluations.......38-48
Bibliography.49
Mission Statement
The mission of the Ready, Set, Go Program is to teach young adults with disabilities
essential life skills, giving them the ability to cook, clean, communicate, and manage finances
independently. We aim to help these individuals be better prepared to be self-sufficient by
accomplishing everyday tasks with little assistance or modification.
Overview
Justification of the Program:
Gaining life skills and independence are crucial parts of life when it comes to young
adults with intellectual or mental disabilities, who are about to embark on a life with little to no
assistance. Individuals with intellectual disabilities (ID) have limited cognitive capacities and
adaptive behaviors for participating in activities of daily living (National Institutes of Health,
2010). Despite these limitations, individuals with ID have the capacity to participate in a range
of community activities when provided the opportunity and appropriate supports (AOTA, 2013).
Findings from Special Olympics, Inc.: Health, Well-Being and Opportunity for People
with Intellectual Disability A Global Imperative: Status and Prospects of Persons with
Intellectual Disability, and was supported through a cooperative agreement with the Center of
Disease Control and Prevention in 2009.
It has been estimated that persons with intellectual disability comprise from 1 percent 3
percent of populations around the world.
There are an estimated 200 million people with intellectual disability in the world.
There were 118 National Data Systems identified (23 census, 72 recurring sample
surveys, 23 registries). Across these systems, 66.6 percent identified general disability in
some form while only 31.4 percent separately coded persons with intellectual disabilities.
Thus, while the nations in our analysis have extensive systems of statistical surveillance,
intellectual disability is not typically monitored.
The percent of data systems that monitor different domains of intellectual disabilities
compared to other disabilities lacks substantial information, even in the most data-rich
areas of the world.
o 32.8% of the health domain for intellectually disabled individuals are monitored
while 75.9% are monitored for other disabilities.
o 33.3% of the social participation domain for intellectual disabled individuals are
monitored while 58.3% are monitored for other disabilities.
o 29.5% of the education domain for intellectually disabled individuals are
monitored while 76.9% are monitored for other disabilities.
o 45.5% of the services and supports domain for intellectually disabled individuals
are monitored while 84.1% are monitored for other disabilities.
In July 2015, the Center of Disease Control and Prevention comprised an informative
internet link of statistical data for developmental disabilities. This information was found through
research from National Center of Birth Defects and Developmental Disabilities and the Center of
Disease Control and Prevention, itself.
Developmental disabilities are a group of conditions due to an impairment in physical,

learning, language, or behavior areas. These conditions begin during the developmental
period, may impact day-to-day functioning, and usually last throughout a persons
lifetime.
Recent estimates in the United States show that about one in six, or about 15%, of
children aged 3 through 17 years have a one or more developmental disabilities.
Background:
The Ready, Set, Go Program is for young adults, ages 17 to 21, who are going to be
embarking on a life of independence in the near future. This program is aimed to help moderate
to high functioning individuals with intellectual and developmental disabilities that want to live
on their own or with very little assistance by gaining personal life skills. This program will be
hosted in a retreat style summer program where participants will stay two days, made available
by a local camping ground. This program will have access to recreational halls and dining areas.
I will be in charge of all main instructions as well as be a part of the volunteer staff that leads
each session. The sessions will be in a rotation so the participants are in small groups, allowing
for the most optimal learning experience and avoid as much chaos as possible.
Time line:
Session 1- Welcoming mixer
Introduction to the program
Mission statement, goals and objectives for the participants
Session 2- Participant independence
Communication in a social environment
Session 3- Problem solving using strategy and team work
Session 4- Nutrition and grocery shopping
Session 5- Meal preparation, cooking, and kitchen safety
Session 6- Financial organization and responsibility
Session 7- Recognizing cleaning products
Safety and proper usage
Session 8- Personal contact information and networking
Session 9- Usage of directional cues and how to navigate
Session 10- Farwell mixer
Exchange of contact information
Feedback of the program
Content/Goals/Objective
Session #1: Program Introduction
Concept: Participants and parents will gain an understanding of the Ready, Set, Go Program.
Goals:
1. Participants will develop an increased ability to communicate with others.
2. Participants will value the importance of the Ready Set, Go program.
Objectives:
1. At the conclusion of the session, the participants will show they have increases their ability
to communicate by appropriately introduce themselves to their bunkmates.
2. At the conclusion of the session, the participants will show they value the importance of
the program by indicating so honestly on an opinion intention survey.
Session #2: Me, Myself, and I
Concept: Participants will gain an understanding of listening and reiterating techniques.
Goals:
1. Participants will develop the understanding of effective communication.
2. Participants will value the importance of using proper manners while communicating.
Objectives:
1. At the conclusion of the session, the participants will be able to correctly repeat three
factual pieces of information about their partner.
using proper manners while communicating by indicating so honestly on an opinion
intention survey.
Session #3: The Tangled Web we weave
Concept: Participants will gain an understanding of strategic problem solving.
Goals:
1. Participants will value the importance of physical activity.
2. Participants will develop the skills needed to use strategic problem solving.
Objectives:
physical activity by indicating so honestly on an opinion intention survey.
2. At the conclusion of the session, the participants will be able to complete the tangled web
activity, appropriately, by not giving up or lashing out at others.
Session #4: Beating the Grumbles

Concept: Participants will gain an understanding efficient shopping and buying of healthy foods.
Goals:
1. Participants will value the importance of proper nutrition.
2. Participants will develop the skills to create a healthy grocery list
3. Participants will develop the skills to grocery shop independently.
.
Objectives:
1. At the conclusion of the session, the participants will be able to show they value the
importance of proper nutrition by indicating so, honestly on an opinion intention survey.
2. At the conclusion of the session, the participants will be able to shop efficiently for the
products on their grocery list.
3. At the conclusion of the session, the participants will have correctly shopped and bought
for every item on the grocery list, at the end of the session activity.
Session #5: Dont Go Bakin my Heart
Concept: Participants will gain an understanding of meal preparation and cooking safety.
Goals:
1. Participants will value the importance of kitchen appliance safety.
2. Participants will develop skills needed to prepare meals independently.
3. Participants will increase their knowledge of kitchen appliance use.
Objectives:
1. At the conclusion of the session, the participants will be able to show they value kitchen
safety by indicating so, honestly on an opinion intention survey.
2. At the conclusion of the session, the participants will be able to correctly cut, measure,
and transfer food products during the session activity.
3. At the conclusion of the session, the participants will be able to list three kitchen
appliances and correctly answer what they do, during the session activity.
Session #6: Show Me the Money
Concept: Participants will gain an understanding of money management and financial
responsibility.
Goals:
1. Participants will value the importance of tracking daily expenses.
2. Participants will develop the skills of fill out a check.
3. Participants will increase their knowledge bank account management.
Objectives:
1. At the conclusion of the session, the participants will be able to they value the importance
of tracking daily expenses by indicating so honestly on an opinion intention survey.
2. At the conclusion of the session, the participants will be able to correctly fill out a check
during the session activity.
3. At the conclusion of the session, the participants will be able to score a 4 out of 5 on a
bank account management quiz at the end of the session activity.
Session #7: Mr. Yuck
Concept: Participants will gain an understanding of cleaning product safety and usage.
Goals:
1. Participants will value the importance of cleaning products safely.
2. Participants will develop the skills needed to clean surfaces correctly.
Objectives:
importance of cleaning product safety by indicating so honestly on an opinion intention
survey.
2. At the conclusion of the session, the participants will be able to match 4 out of the 5
cleaning products to the correct surface, at the end of a session activity.
Session #8: Call me maybe
Concept: Participants will gain an understanding of how to fill out an envelope and a contact
card.
Goals:
1. Participants will develop the skills to fill out an envelope.
2. Participants will increase their knowledge of important contact information.
3. Participants will develop the skill to create a contact card, using their personal
information.
Objectives:
1. At the conclusion of the session, the participants will be able to correctly fill out an
envelope, incorporating a sending and receiving name and address, at the end of the
session activity.
quiz about important contact information, during the session activity.
3. At the conclusion of the session, the participants will be able to write their contact
information, correctly on the contact card, during the session activity.
Session #9: Dont Let the Bed Bugs Bite

Concept: Participants will gain an understanding of using directional application to complete a
task.
Goals:
1. Participants will develop the skills to use directional application to complete the
scavenger hunt.
2. Participants will value the importance of following directions cues carefully.

Objectives:
1. At the conclusion of the session, the participants will be able to travel to each destination
of the scavenger hunt, in the correct order, using directional application during the
session activity.
importance of following directional cues carefully by indicating so honestly on an
opinion intention survey.
Session #10: Never Goodbye, always See You Soon
Concept: Participants will use the skills knowledge and skills gained in the program to discuss
their thoughts of their experience and share contact information with the individuals
they met.
Goals:
1. Participants will increase their knowledge of life skills and independence.
2. Participants will develop an increased level of communication skills.
Objectives:
cumulative program assessment, during the session activity.
2. At the conclusion of the session, the participants will be able to show they have an
increased level of communication skills by indicating so honestly on an opinion intention
survey.
Content Outline
Session #1: Program Introduction
I.
Welcoming Mixer
a. Introduce participants to bunkmate
b. Introduce participants to other parents and participants
II.
Introduction to the program

a. Detailed itinerary
b. Background information of the programs mission, goals, and objectives.
c. Explanation of each session
d. Hourly schedule involving each session and breaks.
III.
Session Sign-up Sheets

a. Participants individually sign up for each session
b. Session #4 must come before session #5
c. Session #9 must be the last session participants do before completing the day.
IV.
Session Transition
a. Introduce volunteers
b. Participants use volunteers as guides
c. Participants responsibilities
Session #2: Me, Myself, and I

I.
Session Introduction
a. Importance of communication
b. Explanation of the activities
c. Introduce volunteer
II.
Group Interaction: Similar Disabilities

a. Divide participants into groups by disability
b. Participants converse about interests, hobbies, and future plans
c. Participants pair up
d. Participants present group members information to everyone
III.
Group Interaction: Different Disabilities

a. Divide participants into groups by disability
b. Participants converse about interests, hobbies, and future plans
c. Discus different disabilities; challenges and talents
d. Participants pair up
e. Participants present group members information to everyone
Transition to next activity
a. Participant, volunteer match up
b. Go to assigned session
IV.
Session #3: The Tangled Web we weave

I.
a. Observe web activity
b. Instructional guidance of activity
c. Importance of communication
d. Benefits of physical activity
II.
Web Connection
a. Participants loop to the loose strings
b. Secure all strings
c. Announce start of the activity
d. Participants untangle activity (providing help when needed)
III.
Activity Feedback
a. Ask what was the most challenging part of the activity?
b. Group discussion
c. Importance of effective problem solving and strategizing
d. Relate to obstacles for persons with disabilities and daily life
IV.
Session Transition
a. Untie participants
b. Participants clean up the webs
c. Follow volunteers to next session
Session #4: Beating the Grumbles

I.
a. Handout picture of food item
b. Participants chose category for picture
Grain, protein, vegetable, fruit, or dairy
c. Discussion of results
d. Importance of the 5 main food groups
Grains, proteins, vegetables, fruits, and dairy
e. Benefits, serving size, number of servings of each group
II.
Grocery List Preparation

a. Picture example of plate that will be repaired
b. Baked chicken and potatoes, steamed vegetables, and fresh strawberries
c. Glass of water and milk to drink
d. Importance of each food group in a meal
e. Provide lined paper and a pencil
f. Participant volunteer of food products needed
g. Group discussion of missing products
III.
Grocery Shopping Activity

a. Mock grocery store
b.
c.
d.
e.
f.
g.
Show isles and walls of food

Directional references (isle labels)
Cashier stand
Volunteer helpers: cashier, sales associates, managers
Show examples of food products in the store (visual reference)
Provide envelope with $25.00 inside
IV.
Participant Shopping
a. Participants independently shop
b. Emphasize importance of time management
c. Emphasize importance of price comparison
d. Importance of staying strictly to the list
Avoids over spending and buying unhealthy foods
V.
Checkout
a. Give 5 minute time warning
b. Review cart and list
c. Place items on cashier stand
d. Checkout items
e. Pay with proper amount
f. Gather groceries- Exit
Session #5: Dont Go Bakin my Heart

I.
a. Explain items from #4 will be used
b. Kitchen hardware that will be used
c. Oven
d. Steamer
e. Cooking accessories
Pots, pans, utensils
f. Dos and Donts of kitchen appliances
II.
Meal Preparation
a. Measuring
b. Solids and liquids
c. Cutting and grading safety
d. Hand washing
e. Kitchen etiquette
III.
Cooking the Meal

a. Provide instructions to be followed for each food
b. Cook time for each main portion (chicken, potatoes, and vegetables)
Cook time, temperature, and how to tell if they are done
c. Periodically checking the food
IV.
Food Tasting
a.
b.
c.
d.
e.
Remove food
Safely cool off food
Taste food
Give feedback
Emphasize how healthy foods can be delicious, easy, and affordable.
Session #6: Show Me the Money

I.
a. Reunite participants and parents
b. Importance of money management
c. Importance of being financially responsible
II.
Money Management
a. Review of money conversion (dollar and cents)
b. Importance of visual tracker
Writing in a notebook, excel sheet, or verbal logs
c. Controlling cash verses a bank account
III.
Writing a Check
a. Location of the dollar figure amount
b. Location of the written out dollar amount
c. Location of the name the check is made out to
d. Location of personal signature
e. Importance of properly filling out a check
f. Participants practice filling out a check
g. Make corrections and discuss
IV.
Going to the Bank

a. Importance of effective communication
b. Transactions
c. Direct deposit
d. Debit/credit cards
e. Importance safely using financial information
f. Bank personnels roles and responsibilities
Session #7: Mr. Yuck

I.
a. Explanation of activity
b. Importance differentiating cleaning products
II.
Cleaning product Identification

a. Examples of cleaning products
b. Cleaning products and the surfaces they clean
c. Accessories for cleaning products
III.
Precautions of Cleaning products

a. Importance of reading instructions and warning labels
b. Dangers of using products improperly
c. Mixing products appropriately
IV.
Shopping Center Introduction

a. Provide list of surfaces the participants will need to clean
b. Present the mock shopping center
c. Examples of cleaning products
d. Instructions of how to find each product
V.
Shopping Center Activity

a. Participants shop independently
b. Checkout
c. Return back to room for cleaning activity
d. Participants begin with first surface on their list (each is different)
e. Rotate and clean each station on the list
VI.
Conclusion
a. Give examples of using wrong products
b. Importance of avoiding eyes, mouth, and open wounds
c. Importance of storing properly
d. Discussion of any questions or comments
Session #8: Call me Maybe

I.
a. Importance of filling out an envelope
b. Proper placement of information on envelop face
c. Difference between receiving address and return address
d. Sending process and mailing options
II.
Activity: Practice (envelop)

a. Provide Envelopes and pens
b. Participants practice writing current address as receiving address
c. Explain the program letter that will be sent in their envelope
d. Participants practice writing return address (P.O. box of the program)
e. Explain that this is a form of communication
f. Importance of postage stamps
III.
Contact information (phone)

a. Importance of contact information
b. Importance of sharing contact information with appropriate people
c. Benefits of exchanging information
d. What contact information to know
IV.
Activity: Practice (contact card)
a. Provide options of contact information (cards or by memory)

b. Provide a notecard and pen
c. Participants practice writing current important information
Name (first, last), phone number (home and mobile), address, email
V.
Duplicates (optional)
a. Provide the option of making duplicated of the participants information card
b. To provide for the other participants of the program
c. Explain importance of building relationships and networking
Session #9: Dont Let the Bed Bugs Bite

I.
a. Final session of the night (day differs by order of session picked)
b. Explain scavenger hunt concept
c. Provide list of clues
II.
Scavenger Hunt
a. Destination items
b. Volunteer guides for help
c. Supportive devices (ex. flashlights)
III.
Conclusion
a. Account for all participants
b. Importance of following directions
c. Directional cues
d. Effective communication when asking for help
e. Confirm all items are provided to each participant
Session #10: Never Goodbye, Always See You Soon

I.
Farewell Session
a. Group discussion with participants and parents
b. Program evaluation survey
c. Comments, concerns, questions
d. Informative pamphlets
II.
Farewell Mixer
a. Provide lunch and beverages
b. Allow for participants, parents and volunteer to socialize
c. Exchange of contact information
d. Comment cards
Learning Activities
Session #3: The Tangled Web we weave- The goal of this activity is to have the participants,
untangle the yarn using effective communication and problem solving through team work. The
rules of this activity include no untying the yarn from your waist, no giving up, and ask for
assistance becoming frustrated. The activity should begin by volunteers and session leaders
assisting with tying the yarn around each participants waist. Then blow the whistle to begin the
activity; participants will have 10 minutes for each round to untangle their web. Step in to assist
any participants that may seem overwhelmed or confused and give basic clues to everyone on
ways to communicate well and tangle faster (ex. one person talk at a time).
Session #4: Beating the Grumbles-This activity is aimed at giving the participants the ability to
shop for groceries independently. During this activity the participants must follow the rules of
getting every item on the list, properly checking out with the correct amount of money, and
asking for help appropriately from the designated sales associates in the mock store. For the
activity to go smoothly, place each participant in a different section of the store so everyone isnt
going to one section at once, causing confusion and chaos. Also, to provide the participants with
means of time management, announce over the speaker when to start, a five minute warning, and
when they must check out.
Session #5: Dont Go Bakin my Heart-The goal of this activity is to have the participants gain
culinary skills in the kitchen by being able to cut, measure, and cook their food properly. During
this activity you will demonstrate each cutting and measuring task first then allow for the
participants to do it themselves. The rules of this activity include no cutting towards oneself, all
food and seasonings must be measured, participants must follow the provided directions, and
oven mits must be used when putting the food in and taking the food out of the oven. Watch
carefully while the participants do each task to prevent injuries.
Session #6: Show Me the Money-This activity is aimed at giving the participants the ability to
be aware of their financial spending and how to be financially responsible. The activity will
consist of counting money and writing out checks, properly. Each portion of the activity will
consist of you demonstrating the process first then having the participants do it. Make sure that
the participants write the check in the correct order to not cause confusion and writing in the
wrong spots.
Session #7: Mr. Yuck-The goal of this activity is to have the participants gain cleaning skills by
recognizing and using cleaners properly. This activity will consist of the participants buying each
product off of their list and using them on the correct surface that is provided in a mock house.
The rules consist of the participants must buy all the items on the list and use them on the correct
surface. If the participants go to use the wrong cleaner then stop them and explain why it would
be bad to use that product on that surface. During each rotation help anyone that may seem
confused or distressed so that they leave with the most effective experience possible.
Grocery List
Main ingredients
4-6 Chicken breasts (raw)

Frozen mixed vegetables (peas, carrots, corn)
Whole red potatoes (already bagged)
Fresh strawberries (one container)
Drinks
1 bottled water (12-16 oz.)

1 half gallon of milk
Seasonings
Salt (small shaker)

Black Pepper (small shaker)
Pre-minced Garlic (small shaker)
Italian seasoning (small shaker)
Cooking Accessories
Aluminum foil
Vegetal oil (smallest bottle)
Chicken Dinner Recipe

Chicken Directions:
1. Preheat oven to 350F.
2.
Spray a shallow baking dish with non-stick cooking spray.
3.
Rinse chicken breast under cool running water.
4.
Pat chicken dry with paper towels.
5.
Place chicken in dish.
6.
Sprinkle with seasoned salt and black pepper.
7.
Bake for 35-40 minutes or until cooked through.
8.
Don't overcook, as they might turn out tough!
Potato Directions:
1. Preheat oven to 450F.
2. Wash off and cut potatoes into quarters (4 equal pieces)
3. Place quartered potatoes in mixing bowl.
4. Mix with 2 Tbsp. of oil, 2 Tsp salt, 2 Tsp black pepper, 1 Tbsp. minced garlic, and 1 Tbsp.
Italian seasoning.
5. Place mixture on an oiled baking sheet
6. Bake for 40 minutes or until cooked all the way through.
7. Check potatoes half way through the cook time.
NOTE: Using a mit covered hand, poke a few potatoes with a fork. If the fork gets stuck
in the potato, they are not done. If the fork goes in and out of the potato easily then the
potatoes are probably done.
Vegetable Directions:
1. Fill steamer to second water line (from the bottom).
2. Allow for steamer to come to temperature.
3. Place frozen vegetables in the steamer when steamers dings.
4. Steam vegetables for 15 minutes or until soft.
5. Remove vegetables once cooled and season with a lite amount of salt and black pepper.
Fruit Directions:
1. Remove and wash the strawberries under cool water
2. Cut strawberries in half
3. Fill one cup worth of strawberries
4. Serve in a small side bowl.
Cleaning List
or
Window/Glass cleaner
or
Bleach Tile/Percaline cleaner
or
Multi-surface cleaner (Tile, wood, glass)
or
Scum Remover (bathroom and kitchen surfaces)
Lesson Plan: Session 4

Introduction:
In order to develop an independent lifestyle, supplying oneself with nutritional food is
important, but for some, such as persons with mental disabilities, that isnt always the easiest
task. An estimated 4.6 million Americans have an intellectual or developmental disability (The
Arc, 2011; Larson, 2000). 23% of people with a non-severe disability live alone or with
nonrelatives. This compares with 28% of those with a severe disability and 19 percent without a
disability (Americans with Disabilities, 2012). To support those with disabilities in a public
setting, such as a shopping center, the Americans with Disabilities Act (ADA) incorporates title
III which covers the private sector. It requires that a wide range of public accommodations in the
private sector remove physical, communications and procedural barriers to access by people with
disabilities (ADA, 2010). This provides the accommodations needed for individuals with
disabilities to live independently and supply themselves with resources such as meal planning
and grocery shopping.
Goals:
4. Participants will increase their knowledge of kitchen appliance.
6. Participants will develop the skills to create a healthy grocery list.
Objective:
4. At the conclusion of the session, the participants will be able to score at least 8 out of 10
on a kitchen appliance quiz.
6. At the conclusion of the session, the participants will be able to shop efficiently for the
products on their grocery list.
Initiation:
As an introduction to this session, I will hand each participant a laminated piece of paper
with a picture of a vegetable, fruit, protein, dairy, or grain product as they walk into the room.
The participants will then place the correct picture under the category labeled on the provided
board to assess what basic nutritional information the participants know. The food products
pictured on the papers will be the items the participants will shop for later on in the session.
Content Outline:
Content
I. Initiation
a. Nutrition picture- handout
b. Nutrition group analysis
c. Discussion of results
d. Why healthy eating is important
II. Grocery List Preparation
Method
Group Activity
Time
5 min.
Materials
Laminated pictures,
tape, dry-erase board,
dry-erase markers
Group Activity
15 min.
Picture of plated
a. Chicken and vegetable dinner

b. Why each product is important
c. Create a grocery list
III. Activity Description
a. Mock grocery store stopping
b. Examples of food products
c. $25.00 mock money amount
IV. Grocery Shopping Activity
a. Independently shop for products
b. Mock employees
c. Importance of referring to the
list
Group Discussion
V. Checkout
a. Designated area of check out
b. Have each item checked out
c. Provide proper amount of money
d. Receive change
e. Collect groceries and exit
f. Cumulative questionnaire
dinner, paper, pencils
Group Discussion
10 min.
Group
Discussion/
Independent
Activity
20 min.
Independent
Activity (with
low to moderate
guidance)
5 min.
Envelopes, false
money, makers to put
names on envelopes,
mock food products
Abundance of food
products (dairy, fruits,
vegetables, canned
goods, proteins,
grains, packaged
goods), grocery
baskets, shelving,
storage, move
checkout stand, mock
money for check out,
grocery bags, cash
register.
Checkout stand,
grocery bags, cash
register, mock money,
receipt paper
Content Core:
I. Initiation
Hand out laminated pictures to each participant as they walk in to sit down.
Show and explain each of the five nutrition categories on the board.
1. Dairy- State that there are a variety of milks and cheeses. To have a balanced
diet the participants should have 2-3 servings per day
2. Protein- State that there are a variety of meats such as red meat (burger), poultry
(chicken), fish, beans, nuts, and eggs. The proper serving amount is 2-3 servings
per day.
3. Vegetable- Mention that there are several different vegetables like broccoli,
tomatoes, carrots, peppers, and celery. The proper servings they should have
would be 3-5 servings per day.
4. Fruits- Mention that there are several different fruits, much like vegetables that
consist of apples, bananas, melons, and oranges. The proper serving amount is
2-3 servings per day.
II.
5. Grains- State that these may be one of the more common these they eat because
grains consist of foods like bread, pasta, and rice. The serving amounts per day
for this category is 3-5 per day of whole grain products.
Allow for students, one by one, to say what they have and place it in the category
they believe their food goes under.
Correct any incorrect matches and explain why it goes under the right category to
provide clarification.
Explain that involving all these food groups in their daily meals is important
because it keeps their bodies healthy and strong and prevents illnesses and/or
deficiencies.
Grocery List Preparation
Provide a large picture on the board of the meal that they are aiming to buy for.
1. The meal will consist of a baked chicken breast, steamed mixed vegetables,
and baked red potatoes with a side of a small cup of strawberries and a small
glass of milk as well as a glass of water.
Handout a lined piece of paper and a pencil to each participant so they will be able to
write down all ingredients and any notes they would like to take.
Explain that each of the foods incorporated in the meal are important because they
provide a serving for each of the main food groups.
1. Emphasize that having each of the food groups in a meal is important because
it provides a balanced, healthy, diet.
Once explaining the nutritional background of the meal, announce that they will be
writing their own grocery list that they will shop from to create the meal.
Allow for participants to voluntarily say what they think should be on the list that
would be appropriate for the mean.
1. EX: carrots for the mixed vegetables
Once all suggestions are taken into account, whether, writing the ones down that
or right or correct the ones that are wrong allow for any questions that they may
have.
Write on the board all of the ingredients that are needed to have cohesive lists.
Food
Chicken breasts
Frozen mixed vegetables
Whole red potatoes
Fresh strawberries
III.
Activity Description
Drinks
Bottled water
gallon milk
Seasonings
Salt
Pepper
Garlic
Cooking
Accessories
Aluminum foil
IV.
V.
Present the mock shopping center to the participants and show them the different
isles that they will have the opportunity to shop in.
1. The grocery store will consist of five numbered isles and shelving along the
right, left, and back walls; all containing the ingredients needed for their meal.
There will be a table provided at the front of the grocery store that will provide
examples of some of the products the participants will be buying for the cooking
segment in the next session.
Once showing the layout of shopping center and examples of the food they will be
buying, hand out one envelope to each participant that contains $25.00 consisting
of one ten dollar bill, three five dollar bills, and five one dollar bills.
Explain to the participants that they are responsible for giving an appropriate amount
of their mock money when checking out at the register and are responsible for
knowing if they received the right amount of change from the cashier.
2. Emphasis that keeping this in mind will help the participants be financially
aware and will therefore save money.
Grocery Shopping Activity
Before participants begin shopping, point out all mock employees that are in
standard grocery stores that are there to ask questions to and direct them in the
right direction.
1. Store stockman, store associates, ashier, manager
Divide participants equally throughout the store to avoid large groups and
confusion all at one place.
Have participants shop independently and remind them to refer to their list and not
shop excessively.
Help participants that may be struggling, lost, or confused to relieve unnecessary
stress that will take away from the activity and learning experience.
Give a five minute announcement for any participant that may still be shopping to
check out finish shopping in a timely manner.
Checkout
Confirm that all participants are aware of where the checkout line is located.
Supervise alongside the cashier that all items on the list are checked out and
checked off the list.
Supervise that the mock money transaction between the participant and cashier is
done physically and verbally to allow for it to be remembered more effectively.
Allow for the participants to collect all of their grocery bags and exit the store.
1. Once exiting the mock store have the participants go back into the room
where we began the session and hand out a questionnaire and pencils, before
moving onto the next session.
Culmination:
At the end of the session, I will briefly review the nutritional importance of a wellbalanced meal, as well as the importance of creating a shopping list to prevent over spending and
buying unhealthy products. There will be a portion of the review that allows for the students to
ask any questions about something they are confused or concerned about. Once questions are
answered, the participants will be given a three question quiz that assesses the general
comprehension of the activity as well as 3 questions, opinion based, about how informative the
discussion was and the effectiveness of the activity.
Anticipated Problems and Possible Solutions:
A possible problem that may occur during this session is that there wont be enough time
for a thorough review and time to complete the questionnaire. A solution to this problem would
be to watch the time effectively throughout the discussion and activity and any time where there
is an open section of time, we use immediately to move into the next portion of the session.
Another possible problem that could occur would be that the participants, given they have
different functioning abilities, may not be able to complete the grocery shopping independently
in the allotted time. A solution to this problem is that there will be volunteer aides places
periodically, such as employees at a grocery store, that will help the participant find a product
they need to check it off their list. This will provide less stress and give the ability to complete
the activity in a timely manner.
Evaluation:
I will be evaluating the participants through an impact evaluation, starting the session
with the laminated papers that they have to correctly match under the provided categories on the
board. An impact evaluation will also conclude the session by providing the participants with a 2
part questionnaire consisting of 3 questions directly related to the information they obtained
during the discussion and 3 questions related to the helpfulness and effectiveness of the shopping
activity. Also, I will incorporate a process evaluation that will occur during the opening activity
with the laminated papers as well as their involvement in the creation of their grocery list, the
shopping at the grocery store, and while checking out of the grocery store.

Introduction:
Eating is an essential aspect of life for everyone, regardless of a disability or not. Having
a mental disability may create more obstacles than the average person but there are ways to
amplify their abilities and allow for persons with disabilities to provide for themselves when
living an independent lifestyle. Much like the Ready, Set Go Program a treatment center in
Bethlehem, Connecticut uses cooking lessons to help treat mental illness and addiction
teaching teens how to make healthier versions of their favorite foods, such as burgers or
macaroni and cheese (Jeanne Whalen, 2014). This method of teaching not only instills life values
but also subdues the disability of the individuals and allows for them to succeed. 20% of
children 10 through 17 years of age who have special health care needs are obese compared with
15% of children of the same ages without special health care needs (CDC, 2015). This shows
that young adults with disabilities have an increased rate of going into adulthood being obese.
Obesity rates for adults with disabilities are approximately 57% higher than for adults without
disabilities (Behavioral Risk Factor Surveillance System, 2008). By gaining life skills such as
cooking, and establishing a healthy foundation of conscious cooking, the growing trend of
obesity can come to a halt so persons with any form of disabilities can live longer, healthy lives.
Goals:
5. Participants will develop skills needed to prepare meals independently.
6. Participants will increase their knowledge of kitchen appliance use.
Objectives:
5. At the conclusion of the session, the participants will be able to correctly cut, measure,
and transfer food products during the session activity.
6. At the conclusion of the session, the participants will be able to list three kitchen
appliances and correctly answer what they do, during the session activity.
Initiation:
As an introduction to this session, I will have each participant place their grocery items
from session #4 in front of them and explain that those items are what will be used to cook the
meal. The participants will then be shown the kitchen appliances that will be used to cook and
will be asked of any knowledge of these appliances or safety tips when using them. We will
briefly explain how the appliance will be used to cook this sessions meal.
Content Outline:
Content
Initiation
a. Explain what items will be used
b. Kitchen appliances
1. Oven
2. Steamer
3. Cooking accessories
Pot, pans, utensils
c. Dos and Donts of appliances
II. Meal Preparation
a. Hand washing
b. Kitchen etiquette
c. Measuring
1. Liquid and solid
d. Cutting and grading safely
III. Cooking the Meal

a. Direction handout
b. Cook time
c. Temperature
d. Hot appliance safety
e. Checking for cooked through
IV. Food Tasting
a. Remove food
b. Safely cool off food
c. Taste food
d. Allow for feedback
Method
Group Discussion
Time
5 minutes
Materials
Grocery items from
session #4, kitchen
set up, pots, pans,
cutting utensils,
cutting board,
strainer
Group Activity/
Demonstration
15 minutes
Group Activity
30 minutes
Kitchen set up,

hand soap, towels,
forks, knives
(variety of
sharpness),
measuring cups
(liquid and solid
cups)
Directions handout,
oven, steamer, pans,
serving fork and
spoon
Group activity/
Group discussion
5 minutes
Stove, steamer,
oven mits, plates,
silverware,
glassware
Content Core:
I.
Initiation
Explain that all items bought in session #4 will be used to now cook the meal.
Explain what kitchen hardware will be used and the precautions that need to be
taken while using them.
1. Oven- Know how to turn it on, how to set a cook time, how to set the cooking
temperature, how to turn off the stove.
2. Steamer- Know how to turn it on, how to set a timer, how to set a temperature,
how to turn it on, where to place the water and the vegetables.
Demonstrate how to how to do each of the uses of each appliance.
Emphasize that all of the kitchen accessories such as pans, pots, utensils should be
used carefully, explaining the proper use of all of them.
II.
1. Mixing bowls- to season the chicken

2. Strainer- to clean the fruit, vegetables, and potatoes under cold water
3. Cutting board- cutting should only be done on these boards to avoid ruining
surfaces.
Go over dos and donts of cooking in the kitchen
1. Emphasize that injuries can occur if the participants are not being careful and
paying attention
2. Always alert others in the kitchen if you are moving behind them while
carrying something, heavy, sharp, or hot.
3. Always clean or use a different prepping area when using raw meats along with
other ingredients.
Meal Preparation
Emphasize the importance of hand washing

1. Explain that is gets rid of germs and bacteria that could contaminate the food.
2. Always use warm/hot water and antibacterial soap and dry hands with a dry
clean towel.
3. Avoid touching dirty surfaces after washing your hands and before coming in
contact with the ingredients.
Explain that there is kitchen etiquette to uphold when cooking a meal.
1. Do not touch your mouth or face when cooking or handling ingredients.
2. If you have to cough or sneeze, set away from the food and do so into the nape
of your arm and wash hands afterwards.
3. (as previously mentioned) Never put other ingredients on the same surface as
raw meat unless you washed it thoroughly first.
4. Always use clean, sanitary utensils and containers when preparing food.
Teach the participants how to measure each of the items necessary to follow the
directions.
1. Seasoning for the chicken, potatoes, and mixed vegetables, water for the
potatoes and mixed vegetables, and oil for the ingredients to be cooked with.
2. Using solid and liquid measuring tools.
3. Make sure the ingredients are to the line or rim appropriate for an accurate
measure.
Teach the participants how to properly cut the foods necessary, in the safest way.
1. Emphasis on cutting away oneself and using proper utensils for each food.
2. Always all fingers and thump out of the path of cutting utensil.
3. Use the proper cutting utensil for the given ingredient (ex. potatoes=larger,
sharper knife)
4. When grading something, such as cheese, always have fingers far enough
back on the block to prevent from fingers touching the blades.
III.
Cooking of the Meal
IV.
Give each participant a hand of the cooking directions consisting of:

1. Potatoes- cut and season 2 cups worth, placing onto a baking sheet to cook on
375 degrees for 40 minutes or until soft all the way through.
2. Chicken- season and place 4 medium chicken breasts on baking sheet to cook
on 350 degrees for 35 minutes or until cooked all the way through.
3. Vegetables- allow for water to each temperature and place 3 cups of
vegetables in steam tray and steam for 15 minutes or until softened through.
4. Fruit- cut 1 cup worth of strawberries in 4s and place in a small bowl.
Refrigerate until the rest of the meal is done
Seasoning will consist of sea salt, black pepper, and an Italian seasoning mix
1. Four chicken breast- two teaspoons (tsp) of each
2. Two cups potatoes- three teaspoons (tsp) of each
3. Three cups vegetables- two teaspoons (tsp) of salt and pepper (after steaming)
Instruct students to periodically check the food until the timers sound or until
cooked to preference.
1. Vegetables- poke into the vegetables with a fork to check for tenderness
2. Potatoes- poke into the potatoes with a fork to check for tenderness
3. Chicken- check for color, no pink, inside or out
4. Note that tenderness means that the fork will easily go in and out of the food.
Caution participants that the surfaces will be hot, including the dish the food is
being cooked in and by no means should they be touched without a mit on.
Food Tasting
Have participants use oven mit to take out the dishes from each of the appliances
Allow for the chicken and the potatoes to cool on the stove top while they drain the
vegetables from the steamer.
1. Emphasize that they should pour the hot water and vegetables away from them,
into the sink to avoid splatter or steam burns.
Once food is reasonably cooled off, explain that the pans could still be very hot so
always use an oven mit until several minutes after cooling.
Provide Proper utensils to remove the food from the pans, to place on their plates.
1. Spatula for the chicken and potatoes and a drainable spoon for the vegetables
2. Emphasize to never touch or remove the food with your hands.
Allow for participants to try each part of the meal and request feedback
1. Ask what the participants liked and didnt like
2. Ask what they would do differently
As a final note, emphasize that healthy eating can be easy, delicious, and beneficial
in more ways than one.
Culmination:
At the end of the session, I will briefly review the importance of cooking healthy meals
and the benefits that come from cooking personal meals and not buying alternatives such as fast
food, or precooked meals. There will be a portion of the review that will allow for students to
ask questions about anything that they may be confused about or want more information about.
Once all questions have been answered, the participants will be given a six question quiz
consisting of three questions based on general comprehension of the activity as well as three
questions, opinion bases, about how informative and effective the activity was.
Anticipated Problems and Possible Solutions:
A possible problem that could occur during this session is that the participants could
injure themselves while using hot surfaces and sharp objects. A solution to this problem would be
to have volunteers throughout the room to assist and reiterate safety rules while participants are
preparing their meals. As well as have a solution that could be to have dull modifications such as
a butter knife instead of a sharp cutting knife or have the participants use the oven mit while
putting the pan of food in the oven as well as taking it out, to avoid burns. Another problem that
could occur is the improper amount of ingredients, therefore altering the taste of the food which
could deter participants from wanting to eat healthy alternatives. A solution for this problem
would be to have the participants practice each measuring each ingredient to ensure that they
have the skill set to measure correctly during the final meal prep.
Evaluation:
I will be evaluating the participants through an impact evaluation during the meal
preparation segment as well as the cooking of the meal segment of the session. I will evaluate the
participants food handling, cutting, and sanitation skills by dictating whether or not they are
using safe technique and following directions according to the handout that was provided.
Alongside an impact evaluation I will also perform a process evaluation where I will evaluate the
participants kitchen etiquette and safety, as well as staying on task by using the proper utensils
and using the time provide, effectively. This will be measured by whether or not the participants
completes each portion of the meal prep and correctly checks the food throughout the cooking
portion.

Introduction:
Living independently can be a rewarding and exciting step for most people, but it also
comes with numerous responsibilities. One of which being the aspect of cleaning up after
oneself. The majority of individuals affected by these disabilities show only mild symptoms
and, with the right support, can greatly improve, learn, and develop (American Association on
Intellectual & Developmental Disabilities, 2011). The Ready, Set, Go Program aims to provide
this support to further young adults, with moderate to high functioning ability, to live a life as
independently as possible. An intellectual disability is the most common developmental
disability. Approximately 6.5 million people in the United States have an intellectual disability
(National Center on Birth Defects and Developmental Disabilities, 2005). Transitions occur at
many stages of lifeIdeally, transition plans from teen years to adulthood are in place by age 14,
but no later than age 16 (CDC, 2015). That is why our program is provided to young
individuals, with experience of independence, that are looking for the next transitioning step
through specific tasks to build real life skills and increase knowledge.
Goals:
3. Participants will value the importance of using cleaning products safely.
4. Participants will develop the skills needed to clean surfaces correctly.
5. Participants will increase their knowledge of different cleaning products.
Objectives:
importance of cleaning product safety by indicating so honestly on an opinion intention
survey.
4. At the conclusion of the session, the participants will be able to match 4 out of the 5
cleaning products to the correct surface, at the end of a session activity.
5. At the conclusion of the session, the participants will be able to score of 8 out of 10 on a
leaning product quiz during the session activity.
Initiation:
As an introduction to this session, I will begin by explaining to the class the importance
of household cleaning and why it is important. I will go on to explain the activity that would be
done is this session and its importance. To give further detail about the activity I would provide
examples of common cleaning products and what they are used for, but first I will allow for the
participants to voluntarily say what the product is and what surface it cleans. This will give the
participants the basic understanding of session and its importance
Content Outline:
Content
Method
Group discussion
Time
5 minutes
Materials
Cleaning product
examples
Group discussion/
Grout activity
10 minutes
III. Precautions of Cleaning Products

a. Instructions and warning labels
b. Dangers of improper usage
c. Mixing products appropriately
IV. Shopping Center Introduction
a. Product list handout
b. Mock shopping center
c. Cleaning product examples
d. How to find each product
V. Cleaning Activity
a. Independently shop
b. Check out
c. Return to room
d. Clean items on list
e. Rotate to every station
Group discussion
10 minutes
Cleaning product
examples, mock
surface areas,
accessories for
products: mop, hand
towels, paper towels
Examples of
warning labels and
instructions
Group discussion/
Independent
activity
5 minutes
Mock shopping
center, cleaning
products, cleaning
accessories
Independent
activity
20 minutes
VI. Conclusion
a. Examples of wrong products
b. Avoiding eyes, mouth, and open
wounds
c. Importance of proper storage
Group Discussion
10 minutes
Mock shopping
center, cleaning
products, mock
surface areas,
cleaning accessories,
cleaning list
Cleaning products
Initiation
a. Explanation of activity
b. Importance of differentiating
cleaning products
c. Examples of products
II. Cleaning Product Identification
a. Provide examples
b. Products and surfaces they clean
c. Accessories for the products
Content Core:
I. Initiation
Explain that there will be an activity during this session
1. Will consist of a list of cleaning products and the surfaces that should be cleaned.
2. Shopping independently for each of the listed products
3. Performing each of the cleaning tasks in a station rotation activity.
Explain the importance being able to differentiate cleaning products.
1. Importance of reading the directions on each bottle and using as directed.
2. Allows for the safest experience while using each product.
3. Knowing the labels of the products and reading what each product cleans.
4. Emphasize that all products must be used as directed so there is no injuries or
chemical reactions that could damage any surface.
Examples of cleaning product
1. Explain what surface the product primarily cleans and safety tips when using each
one.
2. Windex- used on glass surfaces (ex. windows, mirrors, glass counter tops)
3. Bleach- used for multiple reasons; used primarily on light colored tile, porcelain,
and other hard surfaces that will not be damaged by its strong affect.
4. Multi-Purpose Cleaner- Used on surfaces such as tile, wood, plastic, and glass.
Remind that some products could leave a greasy residue behind.
5. Scum Remover- Used primarily for bathroom surfaces; bathtubs, toilets, and
sinks. To remove water build up and mold removal for a sanitary place.
II.
Cleaning Product Identification

Provide visual examples of each of the products presented in the previous section
1. Each product should have two examples to provide more of a variety for each.
2. Show how each product opens and the proper direction to use the product.
3. Emphasize that it may be redundant to teach this, but it is important to avoid eyes,
mouth, and open crevasses.
Give examples of surfaces that the products will clean
1. Provide each of the products with the proper accessories that should be used
(explain that the accessories will be used later in the session).
2. Give a visual example of how the surface should be cleaned by briefly doing so
on the provided surface.
Accessories for the Products
1. Windex- paper towels or an old, clean, rag that will soak of the excess fluid.
2. Bleach- an old rag and a scrubbing device (ex. tooth brush, brush)
3. Multi-purpose- an old rag and paper towels to soak up the possible grease residue.
4. Scum Remover- an old scrubbing device
III.
Precautions of Cleaning Products

Importance of reading instructions and warning labels
1. Instructions will provide you with the information on how to use the product.
2. Instructions often tell you what to clean the product with.
3. Warning labels will advise you how not to use the product.
4. Warning labels will tell you what body parts to stay away from when using the
product, such as eyes and mouth.
5. Warning labels will tell you to keep the product out of reach of children
6. Warning labels will provide a hotline/emergency number, such as poison control,
if there are any incidences that are caused by using the product.
Emphasize that the product container should always be read before using it.
Dangers of improper usage of product
1. Chemical burns to the eyes, mouth, or other sensitive areas
IV.
2. Allergic reactions to products

3. Explosive reaction when mix ill-advised products together
4. Damage to surfaces that come into contact with the improper product, resulting in
discoloration, detrition, and alteration of surface texture.
5. Emphasize to never leave the products out in the open where it can spill or be
grabbed by small children.
6. Explain that having a designated storage area will result in having the safest
environment for all persons in the house hold and products can always be
accounted for.
Mixing products improperly
1. Emphasize that it is not recommended to mix any two cleaners unless otherwise
stated.
2. Cleaners should only be mixed with basic solutions such as water.
3. Explain that there are other alternatives to water when cleaning but the person
should always read the instructions and do as stated to prevent any accidents.
4. Accidents can occur during improper use, resulting is explosive reactions,
bubbling and fizzing that could burn when coming into contact with certain
things.
5. Come reactions could cause the cleaner to be flammable and cause significant
damage to your house in the future.
6. Emphasize that it is not dangerous to use the products themselves, it is just
dangerous to not follow directions and use them for other purposes than their
intended use
Shopping Center Introduction

Product list handout
1. Explain that there are two versions of each product, participants can choose either
of the products they want, to clean the surfaces in the later activity.
2. Explain that each of the products listed on the page should be bought and checked
off the list.
Present the mock shopping center
1. Show participants the main portions of the store: isle labels, checkout line,
volunteers working as sales associates and the exit for when the list is completed.
2. Emphasize to all participants that this portion of the activity is meant to be as
independent as possible but there are sales associates that may help you if
needed.
Provide examples of the products that need to be bought
1. Provide an example of each of the products, both brands, to allow for participants
to have a visual aid
2. Emphasize that there are pictures of the products on the list handout as well in
case they forget what the cleaner looks like
3. Do not allow for participants to pray or remove the cleaner from the table
V.
1.
VI.
Cleaning Activity
Allow for participants to begin shopping independently; emphasize one more time
that it should be done independently.
Give a 5 minute warning to have all participants check out their items and go back to
the room for the cleaning activity.
1. Do not allow any participant to go back to the room unattended without a
volunteer present.
Begin the cleaning activity by equally dispersing participants to each cleaning station
1. Give a cue to the participants to begin and end each station
2. Announce that there will be a volunteer at each station to provide assistance when
needed.
Each surface will be labeled, as in what type of surface it is (ex. wood, tile, glass) and
the participants have to determine what would be the proper cleaner to use and correct
accessory
1. Volunteers will step in to question a participant if it is the wrong product and
reiterate why it would be wrong to use the product they originally picked.
2. Emphasize, at the beginning of each station rotation, that participants should wear
gloves during each station
Signal when rotation should occur; approximately 3 minutes for each station
Account for participants that may have volunteers step in; watch to make sure that all
participants have a chance to at least attempt to clean each surface properly.
Conclusion
Give examples of wrong products that could be mistaken for the right one
(ex. window cleaner and all-purpose cleaner)
Reiterate that is it extremely important to avoid eyes, mouth, and open wounds
Emphasize the importance of storing cleaners properly
1. In cool areas, out of the sun and extreme heat to avoid combustion or mutation
of the products.
2. Store out of the reach of children to avoid poisoning or dangerous spills
Open the floor to question and answer
1. Discuss each question with the class and give thorough explanation of each
questions so that the participants question is answered and provides
clarification for all other students.
Culmination:
At the end of the session, I will review the importance of house hold cleaning, as well as,
the importance of using cleaning products safely and appropriately. There will be a portion of the
review that allows for participants to ask questions about anything that they may be confused or
concerned about. Once all questions are answered, the participants will be given a six question
quiz consisting of three questions based on general comprehension of the activity as well as three
questions, opinion bases, about how informative and effective the activity was.
Anticipated Problems and Possible Problems:

A possible problem that may occur during this session could be that a participant could
use a cleaning product incorrectly and damage the surface area, affecting the other participants
experience. A solution for this problem could be that a volunteer will be at each station to
supervise each portion of the activity and can stop the participants before using the wrong
product by questioning if they are sure that is the correct one to use. Another problem that could
occur during this lesson would be that the participants could accidentally touch a sensitive bodily
area such as eyes, mouth or an open sore. A possible solution could be that all students must wear
gloves while handling the cleaning products and the volunteers supervisors can step in to assess a
situation of it deems dangerous.
Evaluation:
I will be evaluating the participants through an impact evaluation during the shopping
portion, and the cleaning portion of the activity. I will evaluate the participants organization
skills, how they follow directions, and whether or not they use the products in the safest and
most appropriate way. Alongside the impact evaluation, will be performing a process evaluation,
where I will assess the participants willingness to learn and participation as well as how they stay
on task and achieve each portion of the activity. This will be measured by evaluating the
participants attitude towards the session activity and the effort put forth while accomplishing
each task.
Evaluation Plan
The evaluation process of this program will consist of several different styles of
assessments as well as real time evaluations. The assessments that will be provided are a
knowledge assessment, skills assessment, opinion intention survey, and a program evaluation
survey. This will provide the honest feedback from the participants and how effective the
program was for them. The real time evaluations will deal with the performance of the
participants and how adaptable they are to the program and if the program is appropriate for
them. This will be done by providing the knowledge assessment and skills assessment, in
addition, overall observation during each session.
Knowledge Assessment
Thank you for taking the time to complete this knowledge assessment. Please read each
question slowly and carefully and select the answer you believe is correct by circling one of the
choices; answer every question to the best of your ability. The questions on this assessment will
pertain to the information discussed in each of the sessions of the program. All assessment
results will be kept confidential and anonymous so please do not write your name on the test. I
hope that you enjoyed the program and wish you luck on your future endeavors.
Multiple Choice: (Circle ONE answer for each question)
1. Making a grocery list to go shopping will help prevent ___________.
a. Over spending
b. Buying unhealthy items
c. Forgetting an item you need
d. All of the above
2. What are the five best food groups that should be incorporated into a healthy meal?
a. Vegetables, Fruits, Grains, Protein, Dairy
b. Vegetables, Fruits, Grains, fast food, Dairy
c. Vegetables, Fruits, Grains, Protein, Fats
d. Vegetables, Fruits, Grains, Carbonated Beverages, Dairy
3. The safest way to cut any object is with the sharp utensil pointing ___________ yourself.
a. Towards
b. Away from
c. Both ways are safe
d. Neither way is safe
4. Two cups equal _________.
a. 1 cup
b. 2 cups
c. cup
d. cup
5. When is it okay to leave the stove top flame on when you are not cooking?
a. Never
b. Anytime
c. Sometimes
d. Always
6. It is important to set a time when cooking something because ____________?
a. The food will not burn or catch fire
b. You will not forget about the cooking appliance being on
c. Both b and c
7. Where do you write the dollar figure amount on a check? (ex. $10.00)
a. The line below who the check is made out to
b. On the back
c. In the square on the right hand side of the check
d. You do not have to write the dollar figure amount
8. Which is not a way to be financially responsible?
a. Tracking financial expenses of the week/month
b. Writing down what money you spend throughout the day
c. Spending money irresponsibly
d. Creating a budget for your spending each week
9. __________ is best for cleaning windows.
a. Bleach
b. All-purpose surface cleaner
c. Windex (glass cleaner)
d. Air freshener
10. Where should the return address be written on the face of an envelope?
a. Upper left hand corner
b. Center
c. Upper right hand corner
d. On the back
11. What four pieces of information should go on your personal contact card?
a. Name (first, last), phone number, address, email
b. Name, favorite hobby, phone number, address
c. Mothers name, phone number, address email
d. Name (first, last), Fathers phone number, address, email
12. Providing contact cards allows for you to_________.
a. Network
b. Build personal relationships
c. Make people not want to contact you
d. Both a and b
13. What type of skills did you have to use to untangle the web?
a. Communication skills
b. Problem solving skills
c. Strategy implementation skills
d. All of the above
14. What must you do before preparing to cook the food for your meal?
a. Wash your hands
b. Wash produce items
c. Preheat the oven

d. All of the above
15. When is it important to have good communications skills?
a. All the time
b. Only when someone is talking to you
c. Only when you have to talk on the phone
d. You never have to have good communication skills
True/False (Circle ONE answer for each question)
16. (True / False) It is safe to mix cleaning products without reading the directions.
17. (True / False) Price comparison of food products is an easy way to save money.
18. (True / False) It is the bank-tellers responsibility to keep track of all daily expenses?
19. (True / False) Measuring ingredients is necessary when cooking a meal?
20. (True / False) You should never leave your home with any kitchen appliance on.
21. (True / False) You must sign the back of a check if you want someone to cash it.
22. (True / False) It is necessary to follow directions when navigating in a new place.
23. (True / False) Using visual cues (ex. landmarks) in a familiar place is helpful when you
want to go somewhere.
24. (True / False) Strategic problem solving can help avoid frustration and anxiety whiling
dealing with a stressful situation.
25. (True / False) It is not sanitary to cut vegetables on the same cutting board as raw chicken
without washing the board first.
26. (True / False) There is a difference between debit and credit cards.
27. (True / False) There must be a stamp in the right hand corner of an envelope if you want
the U.S. mail to send it.
28. (True / False) It is irrelevant to check the change you receive once paying for your
groceries.
29. (True / False) It could be HARMFUL to touch your mouth and/or eyes while using
cleaning products.
30. ( True / False) It is important to be able to communicate effectively in a busy area by

using appropriate verbal and nonverbal skills.
Key
1. D
2. A
3. B
4. A
5. A
6. D
7. C
8. C
9. C
10. A
11. A
12. D
13. D
14. D
15. A
16. FALSE
17. TRUE
18. FALSE
19. TRUE
20. TRUE
21. TRUE
22. TRUE
23. TRUE
24. TRUE
25. TRUE
26. TRUE
27. TRUE
28. FALSE
29. TRUE
30. TRUE
Opinion/Intention Survey
Thank you for taking the time to complete this survey. Please read each statement
carefully and select the best answer that you feel is most accurate. This survey is done on a five
point scale ranging from Strongly Agree to Strongly Disagree pertaining statements that refer to
the Ready, Set, Go program. Circle the answer that best fits you and be sure to answer every
question. All surveys will be confidential but we ask that they are all anonymous as well,
therefore, please do not put your name on the survey. I hope that everything in this program was
helpful, informative and enjoyable for each of the participants involved.
Opinion:
1. I believe that it is important to have good communications skills for everyday life.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
2. I believe that it is important to use kitchen appliance safely every time I cook.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
3. I believe that it is important to be financially responsible of my money at all times.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
4. I believe that it is helpful to know my contact information in case of an emergency.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
5. I believe that it is helpful to have a strategy when trying to solve a problem.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
6. I believe that it is important to handle a cutting utensil safely and properly when using it
at any time.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
7. I believe that it is important to read the instructions and warner label on a cleaning
product before using it.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
8. I believe that it is important to follow directions and use directional cues when being in a
place that is unfamiliar.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
9. I value the importance of networking and building relationships with others.

Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
10. I value the importance of being aware of my abilities as well as others abilities.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
Intention:
11. I intend on communicating effectively on a daily basis.
Strongly Agree
Agree
Neutral
Disagree
Disagree
Strongly
12. I intend on using kitchen appliances safely every time I use them to cook.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
13. I intend on being financially responsible with my money, every day.
Strongly Agree
Agree
Neutral
Disagree
Disagree
Strongly
14. I intend on knowing and being able to reiterate my contact information when necessary.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
15. I intend to use strategic planning when I come into a problem that needs to be solved.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
16. I intend on using a cutting utensil properly by never cutting towards myself.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
17. I intend to always read the instructions and warning labels before using the cleaner.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
18. I intend to follow directions and using directional cues when in an unfamiliar place.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
19. I intend to use my networking skills to create new relationships with people.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
20. I intend to emphasize what I am capable of by focusing on my abilities not my

disabilities.
Strongly Agree
Agree
Neutral
Disagree
Strongly
Disagree
Skills Assessment
This skills assessment will take place during the fifth session of the program on how to
prepare food by cutting and measuring while using kitchen etiquette. This session activity will
consist of a four parts, consisting of washing, cutting, measuring, and cooking the food before
placing it in the proper appliance to cook. The participants being assessed by the instructor must
correctly perform 6 out of the 8. This assessment will provide the instructor with the means to
see if the participant listened and understood the group activity when learning how to perform
each tasks and whether or not the participant does it in the safest way possible.
Checklist for Proper Cooking Preparation:
_______ Participant washes his or hands before touching any of the food products. When
washing hands, the water must be a warm to hot temperature and the participants must use soap.
_______ Participant washes all produce items before cutting them on the board. Food items that
should be washed for this meal consist of the strawberries, mixed vegetables, and the potatoes.
_______ Participant cut the food appropriately by cutting away from them at all times. While
cutting, participants should use the correct utensil. EX: not using fillet knife to cut potatoes.
_______ Participant did not use the same cutting board for the potatoes as the raw chicken,
without washing it thoroughly first or exchanging it out for a new board.
_______ Participant measured each of the main ingredients corrects, as provided on their list of
directions. The main ingredients that must be measured correctly are the chicken breasts,
potatoes, and the vegetables.
_______ Participant used a dish appropriate for the oven as well as the appropriate size for the
amount of food within each dish. The chicken should be on a medium, flat, pan that has been
sprayed with oil first. The potatoes should be in a medium sized, deep bowl that has also been
sprayed first.
_______ Participant set the accurate degree of heat and duration of time that each of the food
portions had to be cooked at in order to be done. The chicken will be set at 350 for 35 minutes
and the potatoes will be set at 400 for 40 minutes.
_______ Participants periodically checked their food throughout the cooking time to make sure
that the food was cooking at a safe and appropriate temperature.
_______ Participants safely removed their food from the oven and steamer with oven mits to
prevent burning themselves and placed it on a hot mat to cool.
Program Evaluation Survey

Thank you for taking the time to complete this survey. Please ready each statement
carefully and select the answer you feel is most accurate. This survey is based on the program as
a whole and your experience throughout it, please be honest and keep in mind that this surveys
results is to improve the program to the best of our ability. Please remember that this survey will
be kept confidential and we ask that these results are confidential so do not put your name on
survey. I hope that everything is this program went as expected and that everyone involved
enjoyed themselves.
1. Do you believe that this program has improved your skills?
Yes
No
2. Do you believe that this program has improved your knowledge of living independently?
Yes
No
3. Do you believe that the information given in this program beneficial to your lifestyle?
Yes
No
4. Do you believe that the time of the program used effectively and appropriately?
Yes
No
5. Do you believe that the information in this program was easy to understand?
Yes
No
6. This program was worth my time and effort.
Yes
No
7. This program will help me live more independently.
Yes
No
8. This program has helped me achieve new goals toward living independently.
Yes
No
9. This program has helped me enhance the skills that I already had and made them better.
Yes
No
10. This program has helped me realize the skills I need to work on to live independently.
Yes
No
11. I now feel safer and more secure about living independently, because of this program.
Yes
No
12. I have increased my communication skills because of this program.
Yes
No
13. I have increased my problem solving skills because of this program.

Yes
No
14. I have increased my knowledge of the importance of networking because of this program.
Yes
No
15. I found that each of the sessions were informative and important for living independently.
Yes
No
16. I believe that this program would be helpful for others with
Yes
No
17. If you answered No to any of the questions, please explain why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
18. What did you enjoy most about this program?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_
19. If you could change something about this program, what would it be? (List three)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_
20. Do you have any suggestions on how to improve the program?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_
Bibliography
Center of Disease Control and Prevention (CDC). (2015). In Autism Spectrum Disorder (ASD).
Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/Staff
%20Support%20and%20Supervision/Support%20and%20Supervision%20for%20Staff
%20Serving%20Children%20with%20Disabilities/disabl_art_00001_060205.html
Dettmer, S., Simpson, R. L., Smith-Myles, B., & Ganz, J. B. (2015). The Use of Visual Supports
to Facilitate Transitions of Students with Autism. Retrieved from
http://foa.sagepub.com/content/15/3/163.full.pdf+html
Center of Disease Control and Prevention (CDC). (2015). In Disability and Health. Retrieved
from http://www.cdc.gov/ncbddd/disabilityandhealth/people.html
Whalen, J. (2014). A Road to Mental Health through the Kitchen. In The Wall Street Journal.
Retrieved from http://www.wsj.com/articles/a-road-to-mental-health-through-the-kitchen1418059204
Special Olympics. Status and Prospects of Persons (2009). In Health, Well-Being and
Opportunity for People with Intellectual Disability A Global Imperative. Retrieved from
https://www.specialolympics.org/uploadedFiles/LandingPage/WhatWeDo/Research_Stud
ies_Desciption_Pages/Policy_Paper_Status_Prospects.pdf 9
Center of Disease Control and Prevention (CDC). Developmental Disabilities (2015). Retrieved
from http://www.cdc.gov/ncbddd/developmentaldisabilities/about.html
Center of Disease Control and Prevention (CDC). Disability and Health Data System (DHDS)
(2014). In Disability and Health. Retrieved from
http://www.cdc.gov/ncbddd/disabilityandhealth/dhds.html
The Arc. Introduction to Intellectual Disabilities (2011). In For People with Intellectual and
Developmental Disabilities. Retrieved from http://www.thearc.org/page.aspx?pid=2448
Mountain State Centers for Independent Living. Public Accommodations (2010). In Americans
with Disabilities Act. Retrieved from http://www.mtstcil.org/skills/ada4-a.html
Center of Disease Control and Prevention. Living with ASD (2015). In Autism Spectrum
Disorder (ASD). Retrieved from http://www.cdc.gov/ncbddd/autism/living.html

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Alexis M.

Developmental disabilities are a group of conditions due to an impairment in physical,

Session #4: Beating the Grumbles

Session #9: Dont Let the Bed Bugs Bite

2. Participants will value the importance of following directions cues carefully.

Introduction to the program

Session Sign-up Sheets

Session #2: Me, Myself, and I

Group Interaction: Similar Disabilities

Group Interaction: Different Disabilities

Session #3: The Tangled Web we weave

Session #4: Beating the Grumbles

Grocery List Preparation

Grocery Shopping Activity

Show isles and walls of food

Session #5: Dont Go Bakin my Heart

Cooking the Meal

Session #6: Show Me the Money

Going to the Bank

Session #7: Mr. Yuck

Cleaning product Identification

Precautions of Cleaning products

Shopping Center Introduction

Shopping Center Activity

Session #8: Call me Maybe

Activity: Practice (envelop)

Contact information (phone)

Activity: Practice (contact card)

a. Provide options of contact information (cards or by memory)

Session #9: Dont Let the Bed Bugs Bite

Session #10: Never Goodbye, Always See You Soon

4-6 Chicken breasts (raw)

1 bottled water (12-16 oz.)

Salt (small shaker)

Chicken Dinner Recipe

Spray a shallow baking dish with non-stick cooking spray.

Rinse chicken breast under cool running water.

Pat chicken dry with paper towels.

Place chicken in dish.

Sprinkle with seasoned salt and black pepper.

Bake for 35-40 minutes or until cooked through.

Don't overcook, as they might turn out tough!

4. Serve in a small side bowl.

Bleach Tile/Percaline cleaner

Multi-surface cleaner (Tile, wood, glass)

Scum Remover (bathroom and kitchen surfaces)

Lesson Plan: Session 4

a. Chicken and vegetable dinner

dinner, paper, pencils

Lesson Plan: Session 5

III. Cooking the Meal

Kitchen set up,

1. Mixing bowls- to season the chicken

Emphasize the importance of hand washing

Cooking of the Meal

Give each participant a hand of the cooking directions consisting of:

Lesson Plan: Session 7

III. Precautions of Cleaning Products

Cleaning Product Identification

Precautions of Cleaning Products

2. Allergic reactions to products

Shopping Center Introduction