Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Dawn A. Rowe; Valerie L. Mazzotti; Catherine H. Fowler; David W. Test; Vickie J. Mitchell; Kelly A. Clark; Debra Holzberg; Tosha L. Owens; Dana Rusher; Rachel L. Seaman-Tullis; Christina M. Gushanas; Hannah Castle; Wen-Hsuan Chang; Ashley Voggt; Stephen Kwiatek; Catie Dean

doi:10.1177/2165143420958674

Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Dawn A. Rowe
, Valerie L. Mazzotti
, Catherine H. Fowler
, David W. Test
, Vickie J. Mitchell
, Kelly A. Clark
, Debra Holzberg
, Tosha L. Owens
, Dana Rusher
, Rachel L. Seaman-Tullis
, Christina M. Gushanas
, Hannah Castle
, Wen-Hsuan Chang
, Ashley Voggt
, Stephen Kwiatek
, Catie Dean

Educator Preparation

East Tennessee State University
University of North Carolina at Charlotte
Sam Houston State University
Cornell University
University of North Carolina at Greensboro
East Carolina University
University of Kansas
State University of West Georgia
Texas A and M University
University of Oregon

Research output: Contribution to journal › Article › peer-review

108 Scopus citations

Abstract

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Original language	English
Pages (from-to)	28-46
Number of pages	19
Journal	Career Development and Transition for Exceptional Individuals
Volume	44
Issue number	1
DOIs	https://doi.org/10.1177/2165143420958674
State	Published - Feb 1 2021

Keywords

evidence-based practices
high school
middle school
research-based practices
secondary transition
students with disabilities

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10.1177/2165143420958674

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Rowe, D. A., Mazzotti, V. L., Fowler, C. H., Test, D. W., Mitchell, V. J., Clark, K. A., Holzberg, D., Owens, T. L., Rusher, D., Seaman-Tullis, R. L., Gushanas, C. M., Castle, H., Chang, W.-H., Voggt, A., Kwiatek, S., & Dean, C. (2021). Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills. Career Development and Transition for Exceptional Individuals, 44(1), 28-46. https://doi.org/10.1177/2165143420958674

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abstract = "Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.",

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author = "Rowe, \{Dawn A.\} and Mazzotti, \{Valerie L.\} and Fowler, \{Catherine H.\} and Test, \{David W.\} and Mitchell, \{Vickie J.\} and Clark, \{Kelly A.\} and Debra Holzberg and Owens, \{Tosha L.\} and Dana Rusher and Seaman-Tullis, \{Rachel L.\} and Gushanas, \{Christina M.\} and Hannah Castle and Wen-Hsuan Chang and Ashley Voggt and Stephen Kwiatek and Catie Dean",

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Rowe, DA, Mazzotti, VL, Fowler, CH, Test, DW, Mitchell, VJ, Clark, KA, Holzberg, D, Owens, TL, Rusher, D, Seaman-Tullis, RL, Gushanas, CM, Castle, H, Chang, W-H, Voggt, A, Kwiatek, S & Dean, C 2021, 'Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills', Career Development and Transition for Exceptional Individuals, vol. 44, no. 1, pp. 28-46. https://doi.org/10.1177/2165143420958674

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AU - Owens, Tosha L.

AU - Rusher, Dana

AU - Seaman-Tullis, Rachel L.

AU - Gushanas, Christina M.

AU - Castle, Hannah

AU - Chang, Wen-Hsuan

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AU - Kwiatek, Stephen

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Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

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