A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study

Abstract

The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned with their personal aspirations and priorities. Moreover, individuals with disabilities continue to experience barriers to employment, educational, economic, and other challenges well into adulthood. Moving forward as a field will require continued investment in strong scholarship and careful consideration of new areas of inquiry. In this article, we present a framework for transition research designed to identify key issues and intersections in which future inquiry should be directed. We present research needs in six different areas to illustrate these possibilities. We also highlight some of the complexities and considerations associated with conducting this research.

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

“…Using the predictors will allow schools to be strategic and ensure a good return on their investments (e.g., time, effort, financial resources), providing transition services to youth that have the best chance of improving students' postschool outcomes. It is also important that educators and policy makers take into account the contextual factors that influence outcomes for youth, families, and communities related to poverty and culture (Trainor et al, 2020). While there is little evidence in the correlational literature that provides guidance on transition programming for these diverse groups, it is imperative that factors such as poverty and culture are taken into consideration related to both policy and practice.…”

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

“…The lack of EBPs to teach skills needed across various transition domains (e.g., financial literacy, sex education, benefits planning) indicates secondary teachers of students with disabilities have a limited number of EBPs to fully support transition skill development. As has been mentioned continuously through research in our field (e.g., Mazzotti et al, 2013;Trainor et al, 2020), it is imperative researchers adhere to the QIs in order to establish EBPs in secondary transition.…”

“…Understanding the factors and nuances that influence outcomes across communities and families is critical. It is also important to recognize that one EBP or RBP, unless tested longitudinally, will not necessarily show improvement in outcomes for youth (Mazzotti et al, 2013;Trainor et al, 2020). Recommendations included in the CEC's Division of Career Development and Transition (DCDT) position paper on identifying and promoting transition EBPs, and predictors of success should guide the field in (a) conducting research that meets QI guidelines; (b) focusing research efforts on skill areas that have little to no evidence to support improved outcomes; (c) including research that includes diverse students [e.g., disability, ethnicity]; (d) conducting longitudinal studies to examine the effects of practices over time; (e) conducting studies that examine complex transition issues; and (f) following recommendations of implementation science to support bridging the research-to-practice gap (Mazzotti et al, 2013).…”

“…These topics must be addressed in separate papers. As mentioned by Trainor et al (2020), transition is complex and multidimensional. As students move into adulthood, their goals evolve, and their services and supports change and adapt with them.…”

Are We There Yet? An Emerging Research Agenda for College Students with Intellectual and Developmental Disabilities

“…Because PSE programs are such a recent phenomenon, and because the characteristics of programs vary so widely, there is little consensus on what constitutes the research basis behind this movement. Indeed, the most likely point of agreement among professionals is that the field has emerged without a well-grounded research basis (Mazzotti et al, 2020; Neubert et al, 2001; Papay & Grigal, 2019; Trainor et al, 2020; Whirley et al, 2020). A number of investigators have drawn on a series of analyses from the National Longitudinal Transition Study (NLTS) data base to uncover predictors of successful transition to post-secondary school settings (e.g., Carter et al, 2012; Mazzotti et al, 2016; Shogren & Plotner, 2012).…”