Effects of a multimedia goal-setting intervention on students' knowledge of the Self-Determined Learning Model of instruction and disruptive behavior

Preadolescence is a critical time in the life of children because during this time individuals experience increased social pressure and make decisions that lead to lasting peer relationships (Farmer et al., 2008). Students at-risk for, or with, emotional disturbance during preadolescence struggle to adjust socially, behaviorally, and academically, and often make choices about relationships that support problem behaviors (Farmer et al., 2008). One of the most difficult challenges classroom teachers confront is dealing with these problem behaviors (Alberto & Troutman, 2009). Research has suggested that incorporating self-determination into the curriculum and explicitly teaching self-determination skills as early as preschool may be one method for preventing ED in children (Clark, Olympia, Jensen, Heathfield, & Jenson, 2004; Forness et al., 2000). When students with ED have limited self-determination skills, behavior problems tend to be more apparent (Pierson, Carter, Lane, & Glaeser, 2008); therefore, teaching self-determination to students with ED has the potential to improve behavior. This study examined the effects of a computer-assisted multimedia goal-setting intervention on students’ knowledge of the Self-Determined Learning Model of Instruction and disruptive behavior. Results indicated a functional relationship between the independent variable and dependent variables. Social validity data suggested that teachers and participants felt the intervention was of social importance. Finally, limitations, suggestions for future research, and implications for practice are provided

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed

The State of Personnel Preparation: Secondary Transition

Presentation at the CEC Division on Career Development and Transition (DCDT) Annual Conference

Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed

Updating the Secondary Transition Research Base: Evidence - and Research - Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed

Involving Key Community Partners in the Implementation of Effective Practices

This “View From the Field” column is part of a series highlighting the important roles stakeholders (e.g., peers, families, community members) and school staff have in supporting the implementation of effective practices (i.e., evidence-based, research-based) for students with disabilities. In previous columns in this series, Rowe et al. (2022) described the various roles peers have in the implementation of effective practices. Authors highlighted strategies for developing and sustaining peer support programs in schools to support students with disabilities. Garbacz et al. (2022) followed with a column focused on approaches to promote parent collaboration in the implementation of effective practices. In this column, we describe how different community stakeholders can successfully partner with school intervention teams to improve transition outcomes. We offer examples of effective practices community stakeholders can implement to support successful transition outcomes

Perceptions of Parents of Youth with Disabilities Toward School-based Parent Engagement

The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we conducted a cross-sectional online survey with 642 parents of youth with disabilities (ages 14–21) in the United States. Overall, participants reported that parent engagement strategies were moderately helpful in promoting parent engagement. Parents of color reported lower scores for perceived helpfulness than their non-Hispanic White counterparts. Top-rated strategies included making time when parents have questions and communicating strategies clearly; however, this varied by race/ethnicity. Findings highlighted the need to address racial disparities in parent engagement strategies and the importance of school-parent collaboration/communication

Using Data to Support College and Career Readiness for Students with Disabilities

College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and without disabilities. This article aims to provide an overview of this assessment and demonstrate how secondary educators and other stakeholders can use the data gathered to make decisions and inform the Individualized Education Program (IEP) as an age-appropriate transition assessment for youth with disabilities

Policy and Practice Considerations to Support College and Career Readiness for Youth with Disabilities: A Systematic Mixed Studies Review

Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions