Charlotte Y. Alverson, Kyle Reardon, Christina D. Howard, Gerrit Wiebe, Catherine H. Fowler, Dawn A. Rowe, Valerie L. Mazzotti
{"title":"Operationalizing Predictors of Postschool Success in Secondary Transition: A Delphi Study","authors":"Charlotte Y. Alverson, Kyle Reardon, Christina D. Howard, Gerrit Wiebe, Catherine H. Fowler, Dawn A. Rowe, Valerie L. Mazzotti","doi":"10.1177/21651434241271408","DOIUrl":"https://doi.org/10.1177/21651434241271408","url":null,"abstract":"To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and essential program characteristics remain missing. Therefore, the purpose of this Delphi study was to operationally define the seven newest predictors of postschool success in secondary transition and identify their essential program characteristics. Experts in the field of secondary transition reached consensus on an operational definition and a set of essential program characteristics for each of the seven newest predictors of postschool success. These definitions and essential program characteristics provide additional information needed to develop, implement, and evaluate effective secondary transition programs. Moreover, these results continue to move research to practice in meaningful and actionable ways. Suggestions for further research and implications are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"13 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elisabeth L. Kutscher, Valerie L. Mazzotti, Sara L. McDaniel, Wen Zeng, Kyle Reardon, Jennifer L. Bumble, Ashley Voggt, Ryan Harris
{"title":"Mixed Methods Research in Secondary Transition: A Systematic Literature Review","authors":"Elisabeth L. Kutscher, Valerie L. Mazzotti, Sara L. McDaniel, Wen Zeng, Kyle Reardon, Jennifer L. Bumble, Ashley Voggt, Ryan Harris","doi":"10.1177/21651434241268003","DOIUrl":"https://doi.org/10.1177/21651434241268003","url":null,"abstract":"A main goal of secondary transition is to prepare and empower all students to pursue their goals after completing high school. Mixed methods research, which integrates qualitative and quantitative approaches, can provide insights into secondary transition experiences and outcomes for secondary youth with disabilities. Although mixed methods research may inform transition planning, practice, and services, little is known about the application of mixed methods research in the field of secondary transition. This systematic literature review examined the application of mixed methods approaches across 39 peer-reviewed articles focused on secondary transition research. Emphasis was placed on the recent scope of mixed methods research in secondary transition and the quality assessment of methods used in included studies. The results indicated mixed methods research focuses on a range of transition predictors and outcomes. However, quality assessment of included articles revealed that quality indicators were inconsistently applied, with few articles meeting items that were unique to mixed methods approaches. Recommendations for the application of mixed methods within the field of secondary transition are discussed along with suggestions and implications for future research, policy, and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"42 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gwendolyn C. Carey, Kelly B. Kearney, Angelica R. Downey, Brianna J. Miller
{"title":"Getting Around the Community: Qualitatively Exploring the Transportation Experiences of Adults With Intellectual and Developmental Disabilities","authors":"Gwendolyn C. Carey, Kelly B. Kearney, Angelica R. Downey, Brianna J. Miller","doi":"10.1177/21651434241270060","DOIUrl":"https://doi.org/10.1177/21651434241270060","url":null,"abstract":"Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD ( n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"37 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From the Editors","authors":"Valerie Mazzotti, Allison Lombardi","doi":"10.1177/21651434241262172","DOIUrl":"https://doi.org/10.1177/21651434241262172","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"64 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren
{"title":"The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators","authors":"Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren","doi":"10.1177/21651434241261316","DOIUrl":"https://doi.org/10.1177/21651434241261316","url":null,"abstract":"Interagency collaboration (IAC) is mandated by federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"41 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm
{"title":"Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI","authors":"Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm","doi":"10.1177/21651434241247772","DOIUrl":"https://doi.org/10.1177/21651434241247772","url":null,"abstract":"This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"7 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak
{"title":"Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study","authors":"Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak","doi":"10.1177/21651434241248592","DOIUrl":"https://doi.org/10.1177/21651434241248592","url":null,"abstract":"Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"28 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434241236003","DOIUrl":"https://doi.org/10.1177/21651434241236003","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"21 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Culturally Responsive/Sustaining Transition for At-Promise Youth","authors":"Rebekka J. Jez","doi":"10.1177/21651434241235886","DOIUrl":"https://doi.org/10.1177/21651434241235886","url":null,"abstract":"At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"24 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alan S. McLucas, William J. Therrien, Dawn A. Rowe
{"title":"Secondary Transition Interventions in Rural Communities: A Systematic Literature Review","authors":"Alan S. McLucas, William J. Therrien, Dawn A. Rowe","doi":"10.1177/21651434231223435","DOIUrl":"https://doi.org/10.1177/21651434231223435","url":null,"abstract":"Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"76 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}