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Abstract

Students with emotional and behavioral disorders (EBD) benefit from person-centered transition planning. However, there are few practical guidelines for conducting individualized transition assessments that include interviews with this population. This article describes multiple strategies that special educators can implement to conduct interviews, develop rapport, and encourage students with EBD to take a leadership role in the transition process. Materials are provided for selecting appropriate interview topics, monitoring the use of strategies, and developing effective questions.

Keywords

transition assessment emotional and behavioral disorders teacher-student interactions strengths-based assessment trauma-informed care

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Conducting Meaningful Transition Interviews to Benefit Students With Emotional and Behavioral Disorders

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