This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach increased agreement in the short term.
Arnett,J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469-480.
2.
Ankeny,E. M., Wilkins,J., & Spain,J. (2009). Mothers' experiences of transition planning for their children with disabilities. TEACHING Exceptional Children, 41(6), 28–36.
3.
Benz,M. R., Lindstrom,L., & Yovanoff,P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
4.
Blackorby,J., & Wagner,M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.
5.
Cameto,R., Levine,P., & Wagner,M. (2004). Transition planning for students with disabilities: A special topic report from the National Longitudinal Transition Study-2 (NLTS-2). Menlo Park, CA: SRI International.
6.
Cederlund,M., Hagberg,B., Billstedt,E., Gillberg,I. C., & Gillberg,C. (2007). Asperger syndrome and autism: A comparative longitudinal follow-up study more than 5 years after original diagnosis. Journal of Autism and Developmental Disorders, 38, 72-85. doi 10.1007/s10803-007-0364-6
7.
Cobb,R. B., & Alwell,M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32, 70-81.
8.
Everson,J. M., Ivester,J., & Guillory,J. D. (2008). Using inter-agency and interdisciplinary teams to enhance transition services. In F.R. Rusch (Ed.). Beyond high school: Preparing adolescents for tomorrow's challenges (2nd ed.) (pp. 136-159). Upper Saddle River, NJ: Merrill/Prentice Hall.
9.
Falvey,M. A., Forest,M., Pearpoint,J., & Rosenberg,R. (1994). Building connections. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.). Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 347-368). Baltimore, MD: Brookes.
10.
Falvey,M. A., Forest,M., Pearpoint,J., & Rosenberg,R. L. (1997). All my life's a circle. Toronto, Ontario: Inclusion Press.
11.
Flannery,K. B., Newton,S., Horner,R. H., Slavic,R., Blumberg,R., & Ard,W. R. (2000). The impact of person centered planning on the content and reorganization of individual supports. Career Development for Exceptional Individuals, 23(2), 123-137.
12.
Forest,M., & Lusthaus,E. (1990). Everyone belongs with the MAPS action planning system. TEACHING Exceptional Children, 22(2), 32-35.
13.
Frank,A. R. & Sitlington,P. L. (2000). Young adults with mental disabilities – Does transition planning make a difference?Education and Training in Mental Retardation and Developmental Disabilities, 35, 119-134.
14.
Furney,K. S. & Salembier,G. (2000). Rhetoric and reality: A review of the literature on parent and student participation in the IEP and transition planning process. In D. R. Johnson & E. J. Emmanuel (Eds.). Issues influencing the future of transition programs and services in the United States (pp. 111-126). Minneapolis, MN: National Transition Network.
15.
Guy,B., & Johnson,D. R. (1997). Career development for exceptional individuals: Topical issue on systems change in transition. Career Development for Exceptional Individuals, 20, 141-164.
16.
Halpern,A. S. (1994). The transition of youth with disabilities to adult life: A position statement of the Division on Career Development and Transition. The Council for Exceptional Children. Career Development of Exceptional Individuals, 17, 202-211.
17.
Heal,L. S., Gonzalez,P., Rusch,F. R., Copher,J. I., & DeStefano,L. (1990). A comparison of successful and unsuccessful placements of youths with mental handicaps into competitive employment. Exceptionality, 1, 181-195.
18.
Hendricks,D. R., & Wehman,P. (2009). Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.
19.
Heward,W. L. (2009). Transitioning to adulthood. In Exceptional children: An introduction to special education (9th ed.) (pp. 564-599). Upper Saddle River, NJ: Merrill/Prentice Hall.
20.
Holburn,S., Jacobson,J. W., Vietze,P. M., Schwartz,A. A., & Sersen,E. (2000). Quantifying the process and outcomes of person-centered planning. American Journal on Mental Retardation, 105(5), 402-416.
21.
Howlin,P., Mawhood,L., & Rutter,M. (2000). Autism and developmental receptive language disorder—a follow-up comparison in early adult life: Social, behavioral, and psychiatric outcomes. Journal of Child Psychology and Psychiatry, 41, 561-578.
22.
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).
23.
Johnson,D. R., Stodden,R. A., Emanuel,E. J., Luecking,R., & Mack,M. (2002). Current challenges facing secondary education and transition: What research tells us. Exceptional Children, 68, 519-531.
24.
Kim,K. H., & Turnbull,A. (2004). Transition to adulthood for students with severe intellectual disabilities: Shifting toward person-family interdependent planning. Research & Practice for Persons with Severe Disabilities, 29(1), 53-57.
25.
Kincaid,D. (1996). Person-centered planning. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.). Positive behavioral support: Including people with difficult behavior in the community (pp.439-465). Baltimore, MD: Paul H. Brookes.
26.
Kochhar-Bryant,C. A. (2008). Collaboration and system coordination for students with special needs: From early childhood to the postsecondary years. Upper Saddle River, NJ: Merrill/Prentice Hall.
27.
Kohler,P. (1996). A taxonomy for transition programming: Linking research and practice. Champaign, IL: University of Illinois, Transition Research Institute.
28.
Landmark,L .J., Ju,S., & Zhang,D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individual, 33(3), 165-176.
29.
Lapan,R. T., Tucker,B., Kim,S. K., & Kosciulek,J. F. (2003). Preparing rural adolescents for post-high school transitions. Journal of Counseling & Development, 81, 329-342.
30.
Li,J., Bassett,D., & Hutchinson,S. (2009). Secondary special educators' transition involvement. Journal of Intellectual & Developmental Disability, 34(2), 163-172.
31.
Lindstrom,L., Doren,B., Metheny,J., Johnson,P., & Zane,C. (2007). Transition to employment: Role of the family in career development. Exceptional Children, 29, 20-24.
32.
Michaels,C. A., & Ferrara,D. L. (2005). Promoting post-school success for all: The role of collaboration in person-centered transition planning. Journal of Educational & Psychological Consultation, 16(4), 287-313. doi: 10.1207/s1532768Xjepc1604_4
33.
Mithaug,D., Horiuchi,C., & Fanning,P. (1985). A report of the Colorado statewide follow-up survey of special education students. Exceptional Children, 51, 397-404.
34.
Mount,B. (1995). Capacity works. New York, NY: Graphic Futures.
35.
O'Brien,J., & Lovett,H. (1992). Finding a way toward everyday lives: The contribution of person-centered planning. Harrisburg, PA: Pennsylvania Office of Mental Retardation.
36.
Ofoegbu,N. E., & Azarmsa,R. (2010). Impact of the special education vocational education program (VEP) on student career success. International Journal of Special Education, 25(2), 34-46.
37.
Parent,W., Gossage,D., Jones,M., Turner,P., Walker,C., & Feldman,R. (2008). Working with parents: Using strategies to promote planning and preparation, placement, and support. In Beyond high school: Preparing adolescents for challenges (2nd ed.) (pp. 110-133). Upper Saddle River, NJ: Merrill/Prentice Hall.
38.
Roberts,K. D. (2010). Topic areas to consider when planning transition from high school to postsecondary education for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(3), 97-112.doi: 10.1177/1088357610371476
39.
Sample,P. L. (1998). Post-school outcomes for students with significant emotional disturbance following best-practice transition services. Behavioral Disorders, 23, 231-242.
40.
Schalock,R. L., Holl,C., Elliott,B., & Ross,I. (1992). A longitudinal follow-up of graduates from a rural special education program. Learning Disability Quarterly, 15, 29-38.
41.
Simmons,T. J., Flexer,R. W., & Bauder,D. (2008). Collaborative transition services. In R. W. Flexer, T. J. Simmons, & R. M. Baer (Eds.). Transition planning for secondary students with disabilities (3rd ed.) (pp. 203-229). Upper Saddle River, NJ: Merrill/Prentice Hall.
42.
Simpson,R. L., Myles,B. S., & LaCava,P. G. (2007). Understanding and responding to the needs of children and youth with autism spectrum disorders. In Educating children and youth with autism: Strategies for effective practice (2nd ed.). Austin, TX: PRO-ED, Inc.
43.
Sitlington,P. L., & Clark,G. M. (2006). Comprehensive transition education and services for students with disabilities (4th ed.). Needham Heights, MA: Allyn & Bacon.
44.
Smith,S. M., & Swanson,T. C. (2007). Transition planning for students with autism spectrum disorders: Building bridges to the future. In Educating children and youth with autism: Strategies for effective practice (2nd ed.). Austin, TX: Pro-Ed.
45.
Smull,M. W., & Harrison,S. B. (1992). Supporting people with severe retardation in the community. Alexandria, VA: National Association of State Mental Retardation Program Directors.
46.
Turnbull,A. P., Turbiville,V., Schaffer,R., & Schaffer,V. (1996). “Getting a shot at life” through group action planning. Zero to Three, 16(6), 33-40.
47.
Turnbull,A. P., & Turnbull,H. R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.). Community, school, family, and social inclusion through positive behavioral support (pp. 99-114). Baltimore, MD: Brookes.
48.
Turnbull,A. P., Turnbull,H. R., & Blue-Banning,M. J. (1994). Enhancing inclusion of infants and toddlers with disabilities and their families: A theoretical and programmatic analysis. Infants and Young Children, 72(2), 1-14.
49.
Vandercook,T., York,J., & Forest,M. (1989). The McGill Action Planning System (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Handicaps, 14, 205-215.
50.
Wells,J. C. & Sheehey,P. H. (2011). Person-centered planning: Strategies to encourage participation and facilitate communication. TEACHING Exceptional Children, 44(3), 32-39.
51.
Westling,D. L. & Fox,L. (2009). Teaching students with severe disabilities (4th ed.). Upper Saddle River, NJ: Pearson.
52.
Whitley,B. E. (2001). Principles of research in behavioral science. Boston, MA: McGraw Hill.
