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

Abstract

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Transitions in lives of people with intellectual disability

“…The intellectual disability transition literature mainly focuses on school‐linked transitions, often with a focus on preparation to postschool life (Pallisera et al, 2014; Salt et al, 2019). The focus of the existing literature on school‐linked transitions is primarily on: (i) transition assessment and planning for (and with) students with intellectual disability (Carter et al, 2014; Johnson et al, 2020; Wilczenski et al, 2017); (ii) evidence‐based (or research‐based) practices supporting students in their transition to post‐school life (Kyzar et al, 2016; Rowe et al, 2021); (iii) impact of self‐determination skills' development on successful transition to post‐school life (Shogren et al, 2018); and (iv) transitions as experienced by students/young people with severe intellectual disability (Carter et al, 2014; Jacobs et al, 2020; Johnson et al). School‐linked transitions are most frequently explored from parents' (Ellman et al, 2020; Malapela et al, 2020), teachers' (Cumming et al, 2020), school psychologists' (Talapatra et al, 2019), and other professionals' (Pallisera et al, 2014) perspectives, while studies presenting the voice of students with intellectual disability are quite limited.…”

Advocating for Lifelong Learning, Professional Development, and Support

“…Department of Education, 2014), to support students who need additional instruction to improve their reading comprehension skills. Another example includes the use of the HLP explicit instruction in combination with the EBP self-determined learning model of instruction to address nonacademic skills that affect student learning outcomes (i.e., self-determination skills, on-task behavior; Rowe et al, 2020). In addition, novice and experienced teachers will need to know how to collect, analyze, and use data on student progress to inform instructional decisions.…”

Goal Setting to Support Mental Wellness Among Adolescents With Disabilities and Co-Occurring Mental Health Needs

“…In this section, we adapt the key tenants of the self-determined learning model of instruction (e.g., setting a goal, taking action, and adjusting the goal; Rowe et al., 2020) to describe five steps educators can take to support students with D/MH in developing, implementing, and monitoring wellness goals: (1) gather data, (2) develop a goal, (3) develop an action plan, (4) implement the plan, and (5) monitor progress.…”

“…Further, educators may use prompt hierarchies (Rowe et al., 2020; Wong et al., 2014) to enhance student independence in engaging in wellness goals. For example, if a student sets a goal to engage in deep-breathing exercises three times each day, educators may use an indirect verbal prompt (e.g., “What is your plan for your breathing exercises today?”), whereas other students might benefit from a visual prompt (e.g., picture symbols, icons, written notes in a planner or electronic daily calendar).…”