Dawn A. Rowe

Predictors of Post-School Success: A Systematic Review of NLTS2 Secondary Analyses.

The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study–2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the existing in-school predictors of post-school success, and (c) identify any new in-school predictors of post-school success for youth with disabilities. Based on the results of this systematic review, results of the analysis added additional evidence to nine of the Test et al.’s predictors further expanding the literature base to support evidence-based predictors of post-school success. Limitations and implications for research and practice are discussed.

Linking Transition Assessment and Postsecondary Goals: Key Elements in the Secondary Transition Planning Process

(IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a course of study. Multidisciplinary teams should consider questions such as: How can educators use information about a student’s strengths, needs, and preferences to develop an effective transition plan? What role does transition assessment play in developing measurable postsecondary goals, annual IEP goals, and transition services for students with disabilities? What is the best way to link a student’s annual IEP goals to postsecondary goals?

Identifying and Promoting Transition Evidence-Based Practices and Predictors of Success: A Position Paper of the Division on Career Development and Transition.

This position paper describes the Division of Career Development and Transition’s stance and recommendations for identifying and promoting secondary transition evidence-based practices and predictors of postschool success for students with disabilities. Recommendations for experimental research, correlational research, and secondary analysis of the National Longitudinal Transition Study–2 data are provided. Finally, suggestions related to planning for future research in the area of secondary transition are discussed.

What Works, When, for Whom, and With Whom A Meta-Analytic Review of Predictors of Postsecondary Success for Students With Disabilities

Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on “what works” for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with long-term outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered.

A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition

Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.

Strategies for Teaching Self-Determination Skills in Conjunction With the Common Core

College and career readiness for all students includes supporting the needs of students with disabilities. Ensuring students with disabilities are college and career ready goes beyond academics and must include self-determination skill development. As schools adapt to the implementation of the Common Core State Standards (CCSS) and multi-tiered systems of support (MTSS), it is necessary for teachers to identify ways to teach self-determination skill instruction in conjunction with the CCSS, while considering the needs of students in a MTSS. This article provides teachers with step-by-step instructions for implementing two evidence-based strategies for teaching self-determination skills in the general curriculum supporting students in an MTSS.

A Conceptual Model for Parent Involvement in Secondary Special Education

Parent educational involvement has been demonstrated to be a predictor of in-school and post-school success for all students, including students with disabilities. However, traditional models of parent involvement tend to focus on academic-oriented indicators of success whereas transition models tend to focus on post-school outcomes with limited parent roles. The purpose of this article is to propose a model of parent involvement that addresses the limitations of current approaches by (a) integrating transition and traditional academic-focused models of parent involvement, (b) incorporating predictors of post-school success, and (c) accounting for the continued role parents play in the lives of their adult children.

Assessing Transition Skills in the 21st Century.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 6 , pp . 30 1 – 30 9. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 87 67 0 Ms. Quincy and Ms. Lorenzo are special education teachers at Cato Town High School. Ms. Quincy is a veteran teacher who has worked with students with various disabilities and a range of support needs (e.g., specific learning disabilities, emotional and behavioral disorders, intellectual disability, autism spectrum disorder) throughout her career. Ms. Lorenzo, in her first year of teaching, is mentored by Ms. Quincy. Lately, Ms. Lorenzo has been asking questions about the components of the transition assessment process. Specifically, Ms. Lorenzo does not know where to begin to determine what to assess, where to find assessments, and how to make use of assessment data when developing transition plans. As a result of the demanding 21st-century workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills 21st-century transition assessments address are relevant to teachers and students given the need for all students to be college and career ready. However, there is evidence that practitioners are not familiar with the transition assessment process—a process that is essential to supporting students in developing the skills they need to achieve their college, career, and life goals. When considering the transition assessment process, it is important for teachers to be aware of the multitude of skills that can be assessed to provide a comprehensive picture of a student’s abilities and needs. In the 21st century, conducting transition assessments with all students is beneficial. Transition assessments (e.g., vocational, career, selfdetermination, independent living, college readiness) provide teachers with information to ensure all students are college and career ready. Specifically, the Blueprint for Reform (hereafter Blueprint; U.S. Department of Education, 2010) outlined a plan for the reauthorization of the Elementary and Secondary Education Act and called for “better assessments” and “a complete education” for all students, including students with disabilities. Related to better assessment, the Blueprint called for assessments aligned with college and career success (U.S. Department of Education, 2010). The transition assessment process consists of five separate but interconnected processes (see Figure 1): determining what to assess, selecting appropriate assessments, conducting assessments, analyzing assessment results, and using assessment data. Transition assessment is an ongoing process of collecting information on a student’s strengths, interests, preferences, skills or aptitudes, and needs related to current demands and future career, educational, personal, and social environments (Sitlington & Payne, 2004). Transition assessment provides a foundation for defining individualized education program (IEP) goals and transition services and guides instructional decision making. The transition assessment process is strengthened when teachers across the curricula collaborate to conduct transition assessments related to specific content areas (Mazzotti & Rowe, in press). Transition assessment should include four broad topics: academic achievement, self-determination, vocational interest and exploration, and adaptive behavior and independent living (Walker, Kortering, Fowler, Rowe, & Bethune, 2013). Neubert and Leconte (2013) suggested transition assessment information is further strengthened when it includes skills and aptitudes a student has as well as the skills needed to be successful in the next environment. 587670 TCXXXX10.1177/0040059915587670Council for Exceptional ChildrenTEACHING Exceptional Children research-article2015

Effects of Simulation to Teach Students With Disabilities Basic Finance Skills

This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated instruction and students’ ability to complete a 20-step task analysis of debit card use and expense and deposit tracking in a check register. Students were able to generalize purchasing skills to new community settings up to 5 weeks after intervention. Implications for practice and recommendations for future research are described.

Collaborating to Plan and Implement a Sex Education Curriculum for Individuals With Disabilities

Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults. Although comprehensive sex education is not federally mandated, many states and districts choose to offer some form of sex education to students. This article describes a five step collaborative process for planning to implement a sex education program to support the needs of students with disabilities.