Evidence-based Secondary Transition Practices
- To determine the evidence-base for secondary transition practices
- To disseminate the information
- To make recommendations to IES for a comprehensive meta-analysis of specific transition services
The primary audience is state and local transition personnel and researchers.
Secondary Transition Evidence-Based Practices
- Student-Focused Planning. This category includes practices in the areas of IEP development, student participation in planning, and planning strategies.
- Student Development. This category includes strategies in the areas of life skills instruction, career and vocational curricula, structured work experience, assessment, and support services.
- Interagency Collaboration. This category includes practices in the areas of collaborative frameworks and collaborative service delivery (No practices identified at this time).
- Family Involvement. This category includes practices in family training, family involvement, and family empowerment (No practices identified at this time).
- Program Structure. This category includes practices in program philosophy, policy and evaluation, strategic planning, resource allocation, and human resource development.
- Procedures. This is a brief summary of our review process.
- Decision Rules. This is a table of the criteria we use to determine if a practice has a strong, moderate, or low level of evidence.
- General Coding Form & Instructions
- Coding Form for Single Subject Design Quality Indicators & Instructions
- Coding Form for Group Experimental Design Quality Indicators & Instructions
- The evidence-base used to establish a “practice” is not comprehensive. Once we located and reviewed the number of studies needed to establish a practice as strong within our Decision Rules, we did not review further articles. If you wish to develop a comprehensive review of a one of these practices, please contact Catherine Fowler (email@example.com) or David Test (firstname.lastname@example.org).
- NSTTAC is not conducting a comprehensive meta-analysis; however, we will work with researchers interested in conducting such a review. If you are interested, please contact Catherine Fowler (email@example.com) or David Test (firstname.lastname@example.org).
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