We conducted a multi-step process (a) to assess the acceptability by practitioners of empirically-derived strategies that support the transition from school to adult life and (b) to solicit from practitioners throughout an entire state specific procedures for implementing these strategies. This process resulted in the empirical and social validation of eight secondary transition support strategies (i.e., identify and provide social support, identify environmental support and provide environmental changes, promote acceptance, observe student's opportunities for choice, provide choice-making opportunities, identify student's strengths and areas needing support, teach self-management, provide opportunities to learn and practice social skills). Further, practitioners identified 592 procedures for implementing the strategies, which we pooled to facilitate their accessibility to users. Implications of findings are discussed as they relate to research and practice.
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