“…It is also important to note that while this manuscript focused on special education teachers and direct-service transition personnel’s’ knowledge and use of secondary transition EBPs, the field is far from knowing specifically which EBPs work for specific subgroups of students (e.g., autism, developmental disabilities) under which conditions. For example, many of the research studies that led to the identification of EBPs by NSTTAC included several subgroups of students with disabilities using a specific strategy to teach a specific skill (e.g., Cihak, Alberto, Kessler, & Taber, 2004; Colyer & Collins, 1996; Gumple & Nativ-Ari-Am, 2001; Lee et al, 2013). Therefore, future research should focus on teacher knowledge and use of secondary transition EBPs disaggregated by disability category and secondary transition EBPs used to teach specific skills (e.g., life skills, social skills, academic skills) for various disability groups.…”