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.

This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided.

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The Individuals with Disabilities Education Act (2004) requires local education agencies to provide students with disabilities exiting high school with a Summary of Performance document, which includes academic and functional performance infor mation and recommendations for helping the student reach postsecondary goals. However, the federal mandate does not provide guidance for completing Summary of Performance documents for transitioning students with disabilities, resulting in inconsistency across the field. To address these challenges, the purpose of this comprehensive literature review was to (a) review the literature related to Summary of Performance, (b) identify recommendations for practice, and (c) make suggestions for future research related to Summary of Performance.

Enhancing students' ability to make informed choices is an important precursor to successful choice-making, decision-making, and goal-setting. This study used a multiple-baseline design across behaviors replicated across participants to examine the effects of computer-assisted instruction on acquisition of students' knowledge of postschool options (i.e., employment, education, independent living). Results demonstrated a functional relationship between baseline and intervention for all four students. Implications for practice and future research are discussed.

The key to adult success for students with disabilities is effective transition planning that includes self-determination instruction. Usually, transition programming reflects post-secondary outcomes valued by European Americans. Yet, parents and students who are culturally and linguistically diverse (CLD) may value different post-secondary outcomes. The purpose of this article is to review the research literature to investigate the impact of cultural and linguistic diversity on skills and perceptions of self-determination to inform future research and practice.

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