Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities experience positive in-school and post-school success. The purpose of this study was to investigate transition service provider and implementation factors that may impact transition service providers’ use of secondary transition EBPs. Results indicated transition service providers had limited training, access, and preparation related to secondary transition EBPs. In addition, results were promising indicating the majority of respondents were always, often, or sometimes using EBPs across the transition-related skill categories. Future research, implications for practice, and limitations are discussed.
BenitezD.MorningstarM. E.FreyB. (2009). Transition service and delivery: A multi-state survey of special education teachers’ perceptions of their transition competencies. Career Development for Exceptional Individuals, 32, 6–16.
2.
BoardmanA. G.ArguellesM. E.VaughnS.HughesM. T.KlingnerJ. (2005). Special education teachers’ views of research-based practices. The Journal of Special Education, 39, 168–180.
3.
BrieschA. M.ChafouleasS. M. (2009). Review and analysis of literature on self-management intervention to promote appropriate classroom behaviors. School Psychology Quarterly, 24, 106–118.
4.
BurnsM. K.YsseldykeJ. E. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education, 43, 3–11. doi:10.1177/0022466908315563
5.
CarnineD. (1995). Trustworthiness, usability, and accessibility of educational research. Journal of Behavioral Education, 5, 251–258.
6.
CarterE. W.BrockM. E.Bottema-BeutelK.BartholomewA.BoehmT. L.Cease-CookJ. (2013). Methodological trends in secondary education and transition research: Looking backward and moving forward. Career Development and Transition for Exceptional Individuals, 36, 15–24. doi:10.1177/2165143413475659
7.
CobbR. B.LipscombS.WolgemuthJ.SchulteT.VeliquetteA.AlwellM.. . . WeinbergA. (2013). Improving post-high school outcomes for transition-age students with disabilities: An evidence review (NCEE 2013-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
8.
CookB. G.CookL.LandrumT. (2013). Moving research into practice: Can we make dissemination stick?Exceptional Children, 79, 163–180.
9.
CookB. G.LandrumT. J.TankersleyM.KauffmanJ. M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders. Education & Treatment of Children, 26, 345–361.
10.
CookB. G.OdomS. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144.
11.
DaveyA.SavlaJ.LuoZ. (2005). Issues in assessing model fit with missing data. Structural Equation Modeling, 12, 578–597.
12.
DetrichR.LewisT. (2012). A decade of evidence-based education: Where are we and where do we need to go?Journal of Positive Behavior Interventions, 15, 214–220. doi:10.1177/1098300712460278
13.
GayL. R.MillsG. E.AirasianP. (2009). Educational research: Competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson.
14.
HessK. L.MorrierM. J.HeflinL. J.IveyM. L. (2008). Autism Treatment Survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971. doi:10.1007/s10803-007-0470-5
15.
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 20 U.S.C. § 1400 et seq. (2004).
16.
MazzottiV. L.RoweD. R.TestD. W. (2013). Navigating the evidence-based practice maze: Resources for teachers of secondary students with disabilities. Intervention in School and Clinic, 48, 159–166. doi:10.1177/1053451212454004
17.
MazzottiV. L.TestD. W.MustianA. L. (2014). Evidence-based practices and predictors: Implications for policy makers. Journal of Disability Policy Studies, 25, 5–18. doi:10.1177/1044207312460888
18.
MooneyP.RyanJ. B.UhingB. M.ReidR.EpsteinM. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221.
19.
MooreS. C.AgranM.Fodor-DavisJ. (1989). Using self-management strategies to increase the production rates of workers with severe handicaps. Education and Training in Mental Retardation, 24, 324–332.
20.
MorningstarM. E.BenitezD. (2013). Teacher training matters: The results of a multi-state survey of secondary special educators regarding transition from school to adulthood. Teacher Education and Special Education, 36, 51–64.
21.
MorningstarM. E.MazzottiV. L. (in press). Teacher preparation and professional development to deliver evidence-based transition planning and services to youth with disabilities. Gainesville: Collaboration for Educator Development, Accountability, and Reform Center, University of Florida.
22.
National Secondary Transition Technical Assistance Center. (2013). Evidence-based practices and predictors in secondary transition: What we know and what we still need to know. Charlotte, NC: Author.
23.
OdomS. L.BrantlingerE.GerstenR.HornerR. H.ThompsonB.HarrisK. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.
24.
OdomS. L.CoxA.BrockM. (2013). Implementation science, professional development, and autism spectrum disorders: National Professional Development Center on ASD. Exceptional Children, 79, 233–251.
RoweD. A.TestD. W. (2010). The effects of computer-based instruction on the transition planning process knowledge of parent of students with disabilities. Research and Practice for Persons With Severe Disabilities, 35, 102–115.
27.
SutherlandK. S.WehbyJ. H. (2001). The effect of selfevaluation on teaching behavior in classrooms for students with emotional or behavioral disorders. The Journal of Special Education, 35, 161–171.
28.
TabachnickB. G.FidellL. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson.
29.
TestD. W.Cease-CookJ. (2012). Evidence-based secondary transition practices for rehabilitation counselors. Journal of Rehabilitation, 78, 30–38.
30.
TestD. W.FowlerC. H.RichterS.WhiteJ. A.MazzottiV. L.WalkerA. R.. . . KorteringL. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115–128.
31.
TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL. J.KohlerP. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181.
32.
WalkerA.KelleyK. (2012). Strategies for teaching academic skills. In TestD. W. (Ed.), Evidence-based instructional strategies for transition (pp. 117–130). Baltimore, MD: Brookes Publishing.
