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.
References marked with an asterisk were used to identify evidence-based practices.
2.
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*Alwell, M., & Cobb, B. (2007). Social/communicative interventions and transition outcomes for youth with disabilities: A systematic review. Retrieved November 25, 2008, from http://www.nsttac.org/pdf/social_communications_skills_full_text.pdf .
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*Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental retardation. Education and Training in Developmental Disabilities, 40, 68-79.
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14.
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
15.
*Cihak, D.F., Alberto, P.A., Kessler, K.B., & Taber, T.A. (2004). An investigation of instructional scheduling arrangements for community-based instruction. Research in Developmental Disabilities: A Multidisciplinary Journal, 25, 67-88.
16.
*Clement-Heist, K., Siegel, S., & Gaylord-Ross, R. (1992). Simulated and in situ vocational social skills training for youths with learning disabilities. Exceptional Children, 58, 336-345.
17.
*Collins, B.C., Hall, M., & Branson, T.A. (1997). Teaching leisure skills to adolescents with moderate disabilities. Exceptional Children, 63, 499-512.
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*Collins, B.C., Stinson, D.M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 28, 128-142.
19.
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Criteria for evidence-based practice in special education. (2005). Exceptional Children, 71(2).
22.
*Cuvo, A.J., Davis, P.K., O'Reilly, M.F., Mooney, B.M., & Crowley, R. (1992). Promoting stimulus control with textual prompts and performance feedback for persons with mild disabilities. Journal of Applied Behavior Analysis, 25, 477-489.
23.
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*Fiscus, R.S., Schuster, J.W., Morse, T.E., & Collins, B.C. (2002). Teaching elementary students with cognitive disabilities food preparation skills while embedding instructive feedback in the prompt and consequence event. Education and Training in Mental Retardation and Developmental Disabilities, 37, 55-69.
26.
*Gast, D.L., & Winterling, V. (1992). Teaching first-aid skills to students with moderate handicaps in small group instruction. Education & Treatment of Children, 15, 101-125.
27.
Gersten, R., Fuchs, L.S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
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*Gumpel, T.P., & Nativ-Ari-Am, H. (2001). Evaluation of a technology for teaching complex social skills to young adults with visual and cognitive impairments. Journal of Visual Impairment & Blindness , 95, 95-107.
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Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
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Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
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