The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

The application of scientific research has resulted in tremendous gains in many fields. However, Slavin (2002) noted that educational research has been applied haphazardly in schools. The gap between research and practice is particularly problematic in special education, as learners with disabilities require highly effective instruction to reach their potential. Accordingly, bridging the research-to-practice gap is a prominent theme in contemporary special educational reforms. For example, the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act (IDEA) of 2004 both emphasize using research as the basis of training and practice. Yet, important caveats exist for using research to identify what works in special education. Research is difficult to conduct in real world educational settings, error is present in all research, not all research is designed to examine the effects of instruction, and research is sometimes conducted poorly. All of these issues can result in inaccurate research findings that should not serve as a basis for practice. Thus, rather than relying on the findings of a single, potentially flawed study, research consumers should identify effective practices on the basis of multiple, high-quality studies that use experimental research designs and demonstrate robust effects on student outcomes (i.e., evidence-based practices or EBPs).To guide the identification of EBPs in special education, prominent special education scholars delineated (a) indicators of high-quality research and (b) criteria for identifying EBPs on the basis of those high-quality studies for group experimental (Gersten et al., 2005) and single-subject research (Horner et al., 2005). The pioneering work of Gersten et al. (2005) andHorner et al. (2005) has been applied to examine the evidence base of practices in many areas of special education (e.g., Cook, Tankersley, & Landrum, 2009b) and has been instrumental in advancing evidence-based special education. Yet, these scholars were charged with identifying and describing indicators of quality research (Cook, Tankersley, & Landrum, 2009a), not 557271R SEXXX10.

Self-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 100%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.

Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.