An Evaluation of the Technical Adequacy of a Revised Measure of Quality Indicators of Transition

Abstract

This study confirmed the reliability and validity of the Quality Indicators of Exemplary Transition Programs Needs Assessment–2 (QI-2). Quality transition program indicators were identified through a systematic synthesis of transition research, policies, and program evaluation measures. To verify reliability and validity of the QI-2, we administered rigorous methods including a content analysis, an expert review, and instrument field test. Forty-seven indicators were categorized into seven domains: (a) transition planning, (b) transition assessment, (c) family involvement, (d) student involvement, (e) transition-focused curriculum and instruction, (f) interagency collaboration, and (g) systems-level infrastructure. The QI-2 was found to be reliable and valid for use by transition stakeholders, districts, and states for evaluating quality of transition programs and identifying areas for program improvement.

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

“…Fixsen, Blase, Metz, and Van Dyke (2013) recommended four criteria when operationalizing programs: (a) a clear description of program features, (b) a clear description of essential functions that define the program, (c) operational definitions of essential functions, and (d) practical assessment of practitioners who are using the program. Although some efforts have been made to identify salient elements of transition programs through literature mapping, expert consensus, and stakeholder feedback (e.g., Morningstar, Lee, Lattin, & Murray, 2016; Odom et al, 2018), the extent to which programs marked by the combination of these elements actually contribute to better outcomes for students requires future evaluation. Studies are needed that causally link program delivery to student outcomes, particularly for programs that are both complicated and complex (Rogers, 2008).…”

Exploratory Study of a Team-Based Model of Transition Professional Development

“…Program Implementation. Both groups of participants were asked to rate their level of implementation across six established transition planning and assessment quality indicators (Morningstar et al, 2016) at Weeks 1 and 12, the start and completion times of the intervention group. Each indicator was analyzed separately and results are reported in the supplemental files as Table 1.…”

“…Program Evaluation Instrument. The Quality Indicators of Exemplary Transition Program Needs Assessment (QI-2; Morningstar et al, 2016) is aligned with the Transition Taxonomy (Kohler & Field, 2003) and includes indicators of evidence-based practices and predictors of postschool outcomes . The QI-2 consists of 47 indicators across eight domains with several validity and reliability components detailed in Morningstar et al (2016).…”

“…Items were developed through correlational item analysis to identify those items with high reliability test–retest scores. At the time of the study, the knowledge test for the unit had prior measures of internal consistency of α = .80 (Morningstar et al, 2017).…”

“…Although secondary practitioners report a general understanding of transition mandates and planning approaches, they have continued to report their inability to effectively plan and deliver transition services is related to their lack of transition competency (Plotner et al, 2015). Unfortunately, limitations within teacher education to ensure the depth of knowledge and skills associated with transition continue to exist over the past two decades (Morningstar et al, 2017). Possessing core transition knowledge and skills enables practitioners to effectively use evidence-based practices leading to desired postschool goals for students with disabilities as has been evidenced by the Division of Career Development and Transition’s transition specialist professional standards (Council for Exceptional Children, 2015).…”