A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition

Abstract

Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.

Enhancing cross-agency collaboration through the use of a universal discovery instrument: Introducing the Life and Career Assessment Matrix

“…As reflected in the logic model in Fig. 2, our education and training are inextricably bound to our career trajectories; therefore the LCAM has several sections highlighting the person's formal and informal educational experiences, including career and technical courses and workbased learning, which is one of the 16 predictors identified by Test et al (2009) Tilson (2009), andRowe et al (2015). The LCAM also captures the extent to which the individual has participated in and completed general education courses, and received technical/trade certifications.…”

“…Much has been written about the importance of people with disabilities and other life challenges becoming full members of their communities and establishing networks of support (Benson, Scales, & Roehlkepartain, 2010;Crabtree & Sherwin, 2011;Fullarton, 2006;Jim Casey Youth Opportunities Initiative, 2011;Kuehn, Pergamit, Macomber, & Vericker, 2009;Larson & Angus, 2010;Noonan et al, 2004;Rowe, Alverson, Unruh, Fowler, Kellems, & Test, 2015). For many people with disabilities and other significant life barriers, their support systems tend to be overly represented by "paid supporters" and underrepresented by volunteer supporters and friends (Amado, 2013;Francis, Gross, Turnbull, & Turnbull, 2015;Hochman, Carter, Bottema-Beutel, Harvey, & Gustafson, 2015).…”

“…The challenge of an intellectual disability may be, for one person, the inability to write a coherent sentence -for another it might be difficulty in picking up social cues and building friendships (Francis, Gross, Turnbull, & Parent-Johnson, 2013;Hutchinson, Versnel, Chin, & Monby, 2008;Nadeau, 2005;Wehman, 2012. ) In this section of the LCAM, the focus person and her supporters are asked to list the specific challenges she faces in any or all of 10 areas: Career/ Employment; Residence and Daily Living; Further Education/Training; Health, Well-Being and Personal Care; Community Participation/Membership/ Contribution; Leisure Pursuits/Avocations; Relationships/Social Interactions; Transportation; Financial and Legal (including managing benefits); Physical Safety and Security; areas identified by many authors including Achterberg, Wind, and FringsDresen (2012), and Rowe et al (2015).…”

“…Skills and knowledge, as with interests, are acquired over time through exposure, life experience, education, and training (Berry & Domene, 2015;Bolles, 2010;Rowe et al, 2015). Talents include abilities in the areas of academics (e.g., language arts, mathematics, science), mechanics, daily living, creative arts, physical activity, communication (written, oral, and gestural), use of equipment, tools, technology and computers.…”

“…People can rate the strength of their support team and identify others they would like to invite into the group. Since forming relationships is very much influenced by one's ability to communicate, the focus person can describe his preferred mode of communication and whether or not he uses alternatives/supplements to speech, including the use of augmentative devices, assistive technology, or sign language (Rowe et al, 2015). Individuals can identify their mentors or allies: those people with whom they can regularly touch base and count on for encouragement, guidance and the all-important push when needed (Powers, Schmidt, Sowers, & McCracken, 2015;Silva, Bowers, & Lerner, 2010).…”