In Other Sources

This column provides brief summaries of transition-related articles published in 2012 in other professional journals. To compile the articles, column contributors identified a list of journals, in collaboration with experts in the field of transition, and selected articles using the following criteria: (a) the topic was related to transition, as defined by the Individuals With Disabilities Education Improvement Act, and (b) if it was a research study, at least some of the participants were identified with disabilities. The summaries are organized alphabetically by author using citation guidelines of the American Psychological Association; the following area(s) of the Taxonomy for Transition Programming (Kohler, 1996, http://homepages.wmich.edu/~kohlerp/research/taxonomy/Taxonomy.pdf) addressed in the articles are noted in each summary: family involvement, interagency collaboration, program structure, student development, and/or student-focused planning.

Thirty-three journals were searched for this issue: American Journal on Mental Retardation; Behavioral Disorders; The Career Development Quarterly; Education and Training in Autism and Developmental Disabilities; Education and Treatment of Children; Exceptional Children; Focus on Autism and Other Developmental Disabilities; Focus on Exceptional Children; Intellectual and Developmental Disabilities; International Journal of Disability, Development, and Education; Intervention in School and Clinic; Journal of Applied Behavior Analysis; Journal of Applied Research in Intellectual Disabilities; Journal of Behavioral Education, Journal of Disability Policy Studies; Journal of Emotional and Behavioral Disorders; Journal of Learning Disabilities; Journal of Positive Behavior Interventions; The Journal of Special Education; Journal of Special Education Technology; Journal of Vocational Rehabilitation; Learning Disabilities Research and Practice; Learning Disability Quarterly; Preventing School Failure; Professional School Counseling; Psychology in the Schools; Rehabilitation Counseling Bulletin; Remedial and Special Education; Research in Developmental Disabilities; Research and Practice for Persons with Severe Disabilities; School Psychology Review; Teacher Education and Special Education; and TEACHING Exceptional Children. A total of 44 articles were identified and summarized.

Barnard-Brak, L., & Fearon, D. D. (2012). Self-advocacy skills as a predictor of student IEP participation among adolescents with autism. Education & Training in Autism & Developmental Disabilities, 47, 39–47.

Authors examined variables that predict student Individualized Education Program (IEP) participation among adolescents with autism spectrum disorders as compared with adolescents with other disabilities. Results indicate that self-advocacy skills were revealed to be a significant predictor of student IEP participation among adolescents with autism spectrum disorders (ASD). [Student-Focused Planning]

Bassett, D. S., & Dunn, C. (2012). Introduction to special issue on transition and students with learning disabilities and emotional behavior disorders. Intervention in School and Clinic, 48, 3–5.

This article is an introduction to a special issue focusing on some of the challenges students with Learning Disabilities (LD) and Emotional/Behavioral Disorders (EBD) face in transitioning into life after high school. Research and strategies for supporting students with LD and EBD, included in this issue, are highlighted. [Student-Focused Planning, Student Development]

Bell, E. C. (2012). Mentoring transition-age youth with blindness. The Journal of Special Education, 46, 170–179.

This article describes a mentoring project that matched transition-age youth with legal blindness with adult mentors with blindness who had achieved academic and career success. Results demonstrated that youth who participated in the project for 2 years had significant increases in career decision-making efficacy, positive personal hope for the future, and positive attitudes about blindness. [Student Development]

Bouck, E. C., & Joshi, G. (2012). Functional curriculum and students with mild intellectual disability: Exploring postschool outcomes through the NLTS2. Education and Training in Autism and Developmental Disabilities, 47, 139–153.

Authors analyzed National Longitudinal Transition Study–2 (NLTS2) data related to the curriculum students with mild intellectual disability received in high school and students’ postschool outcomes. Results indicated few students with mild intellectual disability received a functional curriculum and receipt of a functional curriculum did not influence postschool outcomes. [Program Structure]

Bouck, E. C., Maeda, Y., & Flanagan, S. M. (2012). Assistive technology and students with high-incidence disabilities: Understanding the relationship through the NLTS2. Remedial and Special Education, 33, 298–308.

The researchers used data from the NLTS2 to examine the relationship between the use of assistive technology and in-school and postschool outcomes. Results indicated students with high-incidence disabilities received minimal assistive technology in secondary school and postsecondary education settings. Students with high-incidence disabilities who did receive assistive technology in secondary education reported an increase in graduation rates, employment wages, and participation in postsecondary education institutions. However, no student reported to be living independently or full-time employment as a result of exposure to assistive technology. [Student-Focused Planning, Student Development]

Bouck, E. C., Satsangi, R., Bartlett, W., & Weng, P. (2012). Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Education and Training in Autism and Developmental Disabilities, 47, 462–473.

Researchers explored the use of an audio recorder to assist high school students with moderate intellectual disabilities in identifying and locating grocery list items in a grocery store. Results indicate that students were able to correctly identify and locate 10 items from a grocery list. [Student Development]

Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50–63.

Authors examined the extent to which an array of student, family, and school factors were associated with employment during the 2 years following high school. Results indicate that the following had an impact on employment: having held a paid, community-based job while still in high school; being male; and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations. [Family Involvement]

Carter, E. W., Sweeden, B., & Moss, C. K. (2012). Engaging youth with and without significant disabilities in inclusive service learning. TEACHING Exceptional Children, 44, 46–54.

Authors discussed the challenges of identifying the best learning environment for students with significant disabilities and suggested service learning as a positive intervention for academic growth. Authors discussed strengths and considerations of service learning for transition-aged students with significant disabilities. [Program Structure]

Cheney, D. (2012). Transition tips for educators working with students with emotional and behavioral disabilities. Intervention in School and Clinic, 48, 22–29.

The author presents five recommended strategies for improving transition programming and increasing postschool outcomes for students with EBD. The strategies focus on (a) self-determination, (b) assessment, (c) personal futures planning, (d) transition plans, and (e) naturally supported community placements. [Student-Focused Planning, Student Development, Interagency Collaboration]

Connor, D. J. (2012). Helping students with disabilities transition to college: 21 tips for students with LD and/or with ADD/ADHD. TEACHING Exceptional Children, 44, 16–25.

Authors discuss challenges facing students with LD and Attention Deficit Disorder (ADD) or Attention Deficit/Hyperactivity Disorder (ADHD) as they transition into college. They then provide 21 suggestions for teachers, parents, and counselors to help support these students in preparing for this transition. [Student Development]

Dipeolu, A. O., Hargrave, S., Sniatecki, J. L., & Donaldson, J. (2012). Improving prediction of significant career-related constructs for high school students with learning disabilities. The Career Development Quarterly, 60, 207–220.

Researchers conducted a study to determine the predictability of career-related constructs and identify the most useable data for assisting transitioning students with LD. Results of three career assessment instruments—Career Thoughts Index, Career Maturity Inventory, and Vocational Identity Scale—given to 139 high school students with learning disabilities are discussed. [Student Development, Student-Focused Planning]

Dorren, B., Gau, J. M., & Lindstrom, L. E. (2012). Relationship between parent expectations and postschool outcomes for adolescents with disabilities. Exceptional Children, 79, 7–23.

Researchers examined parents’ school and postschool outcome expectations on the actual outcomes. Authors found parents’ expectations predicted level of autonomy, and autonomy predicted number of postschool outcomes. Authors discussed findings and their implications for practice. [Family Involvement]

Dunn, C., Rabren, K. S., Taylor, S. L., & Dotson, C. K. (2012). Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics. Intervention in School and Clinic, 48, 47–54.

Using a case study to illuminate the barriers faced by high school students with high-incidence disabilities in the area of science, technology, engineering, and mathematics (STEM) education, this article describes strategies for developing appropriate transition plans. Suggestions include teaching self-advocacy strategies; early, hands-on experiences with STEM; mentoring relationships; and making connections with postsecondary student support services. [Student Development, Program Structure]

Durkin, K., Fraser, J., & Conti-Ramsden, G. (2012). School-age prework experiences of young people with a history of specific language impairment. The Journal of Special Education, 45, 242–255.

This study examined whether young people with Specific Language Impairment (SLI) engage in similar types of early work experiences as their typically developing (TD) peers by interviewing 139 young people with a history of SLI and 124 TD peers attending their final year of high school. Findings indicate that individuals with SLI experienced different types of work placements and were more likely to aspire to manual tasks, whereas their TD peers aspired to professional roles. [Program Structure]

Espiner, D., & Guild, D. (2012). Capturing what matters most: Engaging students and their family in educational planning. TEACHING Exceptional Children, 44, 56–67.

Authors discuss promoting student involvement in educational planning by using the 3EPlan model that involves teaching students to engage, envisage, and enact their plans. Authors use case studies to illustrate the process and urge students and their support teams to work together to develop a vision for student learning. [Student-Focused Planning]

Field, S. L., & Hoffman, A. S. (2012). Fostering self-determination through building productive relationships in the classroom. Intervention in School and Clinic, 48, 6–14.

Authors revisit their model of self-determination to incorporate the latest research on how positive relationships contribute to increased self-determination. The authors suggest strategies for teachers for fostering strong relationships within the classroom. [Student Development]

Fleming, A. R., & Fairweather, J. S. (2012). The role of postsecondary education in the path from high school to work for youth with disabilities. Rehabilitation Counseling Bulletin, 55, 71–81.

This longitudinal study used data from the NLTS2 along with five waves of data collected through student/parent interviews in an effort to identify disability-related factors as predictors of college and/or postsecondary vocational training. Authors found that although traditional predictors of 4-year college attendance are more important than disability-related factors, disability-related factors were found to be somewhat more important for enrollment in postsecondary vocational programs. Implications and limitations were discussed. [Student-Focused Planning]

Grigal, M., Dwyre, A., Emmett, J., & Emmett, R. (2012). A program evaluation tool for dual enrolment transition programs. TEACHING Exceptional Children, 5, 26–45.

Authors discuss a free, online tool developed to assist educators self-assess their dual-enrollment transition programs for students with intellectual and developmental disabilities. Authors break down the evaluation process into four steps and discuss how to use the information gathered once the self-assessment is complete. [Program Structure]

Jones, J. L. (2012). Factors associated with self-concept: Adolescents with intellectual and developmental disabilities share their perspectives. Intellectual and Developmental Disabilities, 50, 31–40.

In this mixed method study, Jones used interviews, self-descriptions, and narratives to investigate how adolescents with intellectual and developmental disabilities see themselves in terms of self-concept and disability labeling. Adolescents identified disability as a deficit, whereas only slightly more than half of the participants identified themselves as having a disability. Implications for practice and future research recommendations were discussed. [Student Development]

Kleinert, H. L., Jones, M. M., Sheppard-Jones, K., Harp, B., & Harrison, E. M. (2012). Students with intellectual disabilities going to college? Absolutely! TEACHING Exceptional Children, 44, 26–35.

This article describes the benefit of programs that promote college involvement, mentoring, and job skill development for young adults with intellectual disabilities. Authors describe types of postsecondary programs that are available and the keys to successful postsecondary programs. [Program Structure]

Krell, M., & Pérusse, R. (2012). Providing college readiness counseling for students with autism spectrum disorders: A Delphi study to guide school counselors. Professional School Counseling, 16, 29–39.

Researchers conducted a Delphi study, using a panel of 19 experts in the field of postsecondary transition for students with ASD, to examine the roles of the school counselor in providing equitable college preparatory counseling to students with ASD. The panel identified 29 actions school counselors can take to provide equitable college readiness counseling to students with ASD. Implications and recommendations for practice and future research were presented. [Student-Focused Planning, Student Development, Family Involvement, Interagency Collaboration]

Lane, K. L., Carter, E. W., & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incident disabilities. Exceptional Children, 78, 237–251.

Researchers surveyed 223 paraprofessionals regarding the importance of each of the seven component elements of self-determination. Despite rating each component highly, paraprofessionals reported providing self-determination instruction only at a moderate rate. Implications for practice and suggestions for future research are discussed. [Student-Focused Planning, Program Structure]

Lane, K. L., Lee, I. H., Gregg, N., & Gemici, S. (2012). Developmental patterns of occupational aspirations in adolescents with high-incidence disabilities. Exceptional Children, 78, 157–179.

Researchers analyzed longitudinal development of occupational aspiration prestige over a 12-year period. Authors found career aspirations increased during high school but decreased following school completion. Authors discuss results and implications for transition practices. [Student Development]

Larkin, P., Jahoda, A., MacMahon, K., & Pert, C. (2012). Interpersonal sources of conflict in young people with and without mild to moderate intellectual disabilities at transition from adolescence to adulthood. Journal of Applied Research in Intellectual Disabilities, 25, 29–38.

Twenty-six young adults (16–20 years) with intellectual disabilities and 20 young adults without disabilities completed a semi-structured interview wherein they described their beliefs and feelings about a recent conflict and their subsequent responses. Participants with intellectual disabilities were more likely to (a) encounter conflict with strangers or peers outside their friendship group, (b) describe incidents of aggression, (c) characterize the other person globally as “bad,” and (d) perceive the other’s actions as being personally directed at them. [Student Development]

Lee, G. K., & Carter, E. W. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49, 988–1000.

Authors considered literature from the fields of transition, vocational rehabilitation, and ASDs to identify seven essential elements for promoting successful postsecondary transition of students with high-functioning ASDs. Authors provided implications for practice and future research. [Student-Focused Planning, Student Development, Family Involvement, Interagency Collaboration]

Lee, G. T., & Singer-Dudek, J. (2012). Effects of fluency versus accuracy training on endurance and retention of assembly tasks by four adolescents with developmental disabilities. Journal of Behavioral Education, 21, 1–17.

Authors investigated the effects of accuracy and fluency training on the endurance and retention of two vocational skills completed by four secondary students with developmental disabilities. Findings indicated all students demonstrated an increase in rates of completion and improved productivity when instructed with fluency training versus accuracy training. Researchers emphasized the benefits of fluency instruction for teaching transition-related skills for students with disabilities. [Student Development]

Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. E. (2012). Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analysis. Remedial and Special Education, 33, 150–161.

This article aimed to discern specific predictors of self-determination and transition education knowledge of 168 secondary students with disabilities as measured by the Arc’s Self-Determination Scale and the Air Self-Determination Scale. Using a multiple regression analysis, results indicated self-directed transition planning using “Whose Future Is It Anyway” lesson plans and self-efficacy were predictive of increased self-determination scores. Findings revealed age, gender, and IQ score were not predictive of increased self-determination. [Student-Focused Planning, Student Development]

Lowenthal, A. B., & Bassett, D. S. (2012). Transition assessment: Using gap analysis to enhance effective transition planning. Intervention in School and Clinic, 48, 30–37.

Authors proposed a multi-tiered assessment process for ensuring that transition assessments lead to successful transition planning. Focusing on gap analysis, authors suggest the following steps: (a) Develop postsecondary goals, (b) determine the postsecondary criteria, (c) collect screening data, (d) calculate growth, (e) implement progress monitoring, and (f) include diagnostic assessment. [Student-Focused Planning]

Mechling, L. C., & Collins, T. S. (2012). Comparison of the effects of video models with and without verbal cueing on task completion by young adults with moderate intellectual disability. Education & Training in Autism & Developmental Disabilities, 47, 223–235.

This study compared the effects of video modeling with and without verbal cuing on the completion of fine motor cooking-related tasks for young adults with moderate intellectual disability. Results indicated that video modeling with verbal cuing was more effective for three of the four students when evaluating independent correct performance of task steps. [Student Development]

Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55, 176–184.

Authors examined the relationship between predictors and transition outcomes of youth with autism who received Vocational Rehabilitation (VR) services. Specifically, they addressed what demographic characteristics and VR services predict (a) closures in integrated employment, (b) higher hourly earnings and work hours, and (c) improving youth’s postsecondary education. Outcomes and implications are discussed. [Student Development, Interagency Collaboration]

Mueller, T., Bassett, D. S., & Brewer, R. D. (2012). Planning for the future: A model for using the principles of transition to guide the development of behavior intervention plans. Intervention in School and Clinic, 48, 38–46.

Authors describe the benefits and process for creating transition-focused behavior intervention plans for students with EBD. Incorporating components of self-determination, student involvement, and wraparound service delivery, students are taught to identify, understand, and self-monitor their behavior to make changes not just for the immediate environment but also for managing their behavior in the future. [Student-Focused Planning, Student Development]

Pyle, N., & Wexler, J. (2012). Preventing students with disabilities from dropping out. Intervention in School and Clinic, 47, 283–289.

Authors provide a review of evidence-based interventions for drop-out prevention, focusing on academic as well as behavioral practices. Interventions discussed are organized according to six Institute of Education Sciences recommendations and are accompanied by practical applications teachers can easily implement in their classrooms. Focus areas included (a) identifying students most at risk of dropping out, (b) providing adult advocates for at risk youth, (c) providing targeted academic support, (d) providing behavioral support and teaching appropriate behaviors, (e) creating personalized environments for instruction, and (e) providing rigorous and relevant instruction. [Program Structure, Student Development]

Rehfeldt, J. D., Clark, G. M., & Lee, S. W. (2012). The effects of using the transition planning inventory and a structured IEP process as a transition planning intervention on IEP meeting outcomes. Remedial and Special Education, 33, 48–58.

Researchers examined the effectiveness of the Transition Planning Inventory (TPI) within a structured IEP process on the production of transition-related goals across a sample of 56 students and families randomly assigned to a treatment or control group. Specifically, researchers aimed to discern whether the use of TPI within a structured IEP process produced an increase in transition-related goals and parent satisfaction in the process. Results indicated an increase in transition-related goal development, parent satisfaction, and parent involvement for those participants within the treatment group. [Student-Focused Planning, Interagency Collaboration, Family Involvement]

Shaw, S. F., Dukes, L. L. III, & Madaus, J. W. (2012). Beyond compliance: Using the summary of performance to enhance transition planning. TEACHING Exceptional Children, 44, 6–12.

The Individuals With Disabilities Education Improvement Act requires a transition summary document be provided for students who graduate or reach maximum age for services. Although there are high levels of compliance with this task, transition-focused programs may not use this document to enhance their programs. Authors provide suggestions on how summary of performance information can be used to further enhance transition outcomes for students. [Program Structure, Student-Focused Planning]

Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the self-determined learning model of instruction on access and goal attainment. Remedial and Special Education, 33, 320–330.

Researchers examined the effects of the Self-Determined Learning Model of Instruction (SDLMI) on academic goals, transition-related goals, and access to the general education curriculum for students with LD and intellectual disability. Results indicated positive effects for the use of SDLMI and access to the general education curriculum. In addition, students with LD increased academic goal attainment, whereas students with intellectual disabilities increased transition-related goal attainment as a result of the SDLMI. [Student-Focused Planning]

Shogren, K. A., & Plotner, A. J. (2012). Transition planning for students with intellectual disability, autism, or other disabilities: Data from the National Longitudinal Transition Study–2. Intellectual and Developmental Disabilities, 50, 16–30.

Authors examined transition planning for students with intellectual disability, autism, and other disabilities using findings from the NLTS2. Reviewing Parent Telephone Interviews and School Program Surveys, authors found significant differences across disability categories in several areas, including instruction received, relation of primary goals to postsecondary goals, rate of progress, and participation in transition planning. Significant differences across disability were also found in the linkages to postschool services and parental perspectives on transition planning for their children. [Student-Focused Planning, Student Development]

State, T. M., & Kern, L. (2012). A comparison of video feedback and in vivo self-monitoring on the social interactions of an adolescent with Asperger syndrome. Journal of Behavioral Education, 21, 18–33.

Researchers examined and compared the effects of video feedback and in vivo self-monitoring on the social interactions of a 14-year-old individual with Asperger syndrome. Using a reversal design, the researchers reported improved social interactions and behavior as a result of in vivo self-monitoring versus video feedback. Implications for practice were also suggested. [Student Development]

Trainor, A. A., Smith, S. A., & Kim, S. (2012). Four supportive pillars in career exploration and development for adolescents with LD and EBD. Intervention in School and Clinic, 48, 15–21.

This article illustrates research-based strategies for developing employment and career planning for youth with LD and EBD. Authors explained the need for formal and informal career assessments, the benefits of extracurricular and early work experiences, the importance of involving service providers to build social capital, and how learned self-determination skills promote positive work experiences for youth with LD and EBD. [Student-Focused Planning, Student Development]

Van Laarhoven, T., Winiarski, L., Blood, E., & Chan, J. M. (2012). Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling. Education and Training in Autism and Developmental Disabilities, 47, 447–461.

Researchers examined the effects of video modeling on maintenance of vocational tasks for six students with ASD and/or developmental disabilities. Participants reviewed videos while on break, and the results indicated that all students increased their independence with tasks following video modeling. [Student Development]

Walser, K., Ayres, K., & Foote, E. (2012). Effects of a video model to teach students with moderate intellectual disability to use key features of an iPhone. Education and Training in Autism and Developmental Disabilities, 47, 319–331.

This study evaluated the effects of video modeling on teaching three high school students with moderate intellectual disability to perform three activities on an iPhone. Results of the study indicate that video modeling was effective in teaching target behaviors in a near-errorless fashion. [Student Development]

Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23, 140–155.

The researchers analyzed data from the NLTS2 and the Special Education Elementary Longitudinal Study to examine the participation of parents of 11- through 19-year-old students with disabilities in IEP/transition planning meetings. In addition, researchers examined parent satisfaction with their in involvement and students’ attendance and the roles they played. [Student-Focused Planning, Family Involvement]

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78, 135–153.

A group-randomized, modified equivalent control group design study was used to evaluate the efficacy of the SDLMI. The study demonstrated casual evidence between the SDLMI and increases in student performance and self-determination. Authors discuss implications for practice and research. [Program Structure]

Yell, M. L., Katsiyannis, A., Collins, J. C., & Losinski, M. (2012). Exit exams, high-stakes testing, and students with disabilities: A persistent challenge. Intervention in School and Clinic, 48, 60–64.

The authors provide a brief summary of several court cases that questioned the lawfulness of state-required, exit exams and other high-stakes testing for students with disabilities. Findings from the court cases were explained and implications were discussed in light of pending reauthorization of the Elementary and Secondary Education Act. [Program Structure]

Youjia, H., Morgan, B., Kaldenberg, E., & Goo, M. (2012). Cognitive strategy instruction for functional mathematical skill: Effects for young adults with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 345–358.

Authors assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for 10 young adults with intellectual disability using a pre- and posttest nonequivalent-groups design. Results indicate that the experimental group outperformed the comparison group on items that assessed the ability to calculate tip and total bill as well as maintenance and generalization measures. [Student Development]