Valerie L. Mazzotti

Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities:

The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

Evidence-Based Practices in Secondary Transition:

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

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.

Effects of Computer-Assisted Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior:

Instruction about goal setting can increase students’ self-determination and reduce problem behavior. Computer-assisted instruction could offer teachers another format for teaching goal setting and self-determination. This study used a multiple probes across participants design to examine the effects of computer-assisted instruction on students’ knowledge of the Self-Determined Learning Model of Instruction (SDLMI) and level of disruptive behavior. Results indicated increased knowledge of the SDLMI and decreased levels of disruptive behavior for all participants. Implications for future research and practice are discussed.

Public Schools and the Juvenile Justice System: Facilitating Relationships.

This article describes the importance of facilitating relationships between schools and the Juvenile Justice System. Emphasis is placed on statistics concerning children/youth involved in the Juvenile Justice System and the current state of school programs. Strategies for developing integrated programs between schools and the Juvenile Justice System are provided.

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.

Implementing Secondary Transition Evidence-Based Practices: A Multi-State Survey of Transition Service Providers.

Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities experience positive in-school and post-school success. The purpose of this study was to investigate transition service provider and implementation factors that may impact transition service providers’ use of secondary transition EBPs. Results indicated transition service providers had limited training, access, and preparation related to secondary transition EBPs. In addition, results were promising indicating the majority of respondents were always, often, or sometimes using EBPs across the transition-related skill categories. Future research, implications for practice, and limitations are discussed.