Evidence-based Secondary Transition Practices

Purpose

  1. To determine the evidence-base for secondary transition practices
  2. To disseminate the information
  3. To make recommendations to IES for a comprehensive meta-analysis of specific transition services

Audience

The primary audience is state and local transition personnel and researchers.

Secondary Transition Evidence-Based Practices

  1. Student-Focused Planning. This category includes practices in the areas of IEP development, student participation in planning, and planning strategies.
  2. Student Development. This category includes strategies in the areas of life skills instruction, career and vocational curricula, structured work experience, assessment, and support services.
  3. Interagency Collaboration. This category includes practices in the areas of collaborative frameworks and collaborative service delivery (No practices identified at this time).
  4. Family Involvement. This category includes practices in family training, family involvement, and family empowerment (No practices identified at this time).
  5. Program Structure. This category includes practices in program philosophy, policy and evaluation, strategic planning, resource allocation, and human resource development.

Procedures

  1. Procedures. This is a brief summary of our review process.
  2. 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.
  3. General Coding Form & Instructions
  4. Coding Form for Single Subject Design Quality Indicators & Instructions
  5. Coding Form for Group Experimental Design Quality Indicators & Instructions
Disclaimers
  • 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 (chfowler@uncc.edu) or David Test (dwtest@uncc.edu).
  • 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 (chfowler@uncc.edu) or David Test (dwtest@uncc.edu).
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