Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process

Woods, Lee L.; Sylvester, Lorraine; Martin, James E.

doi:10.1177/0885728810368056

Cited by 35 publications

(43 citation statements)

References 6 publications

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“…This suggests a greater appreciation by professionals of the importance of self‐determination for young people with ASN during a key transition phase, as reflected in previous research (Carroll & Dockrell, ; Woods et al, ).…”

Section: Resultsmentioning

confidence: 53%

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Richardson¹,

Jindal‐Snape

Hannah³

2017

British J Special Edu

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A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.

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Section: Resultsmentioning

confidence: 53%

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Richardson¹,

Jindal‐Snape

Hannah³

2017

British J Special Edu

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“…A key component of IEPs is transition planning and involves the planning of services to assist youth with disabilities transition from secondary education to postsecondary education, employment, or adult living (Woods, Sylvester, & Martin, 2010). However, some researchers are concerned that transition services are inadequate.…”

Section: Discussionmentioning

confidence: 99%

Who Is Going to College? Predicting Education Training From Pre-VR Consumer Characteristics

Boutin

Wilson

2012

Rehabilitation Counseling Bulletin

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The relationship of receiving college and university training within the state vocational rehabilitation (VR) program to pre-VR consumer characteristics was investigated with a multiple direct logistic regression technique. A model containing 11 pre-VR characteristics predict the reception of college and university training for a multidisability set of consumers who received VR services (R 2 = .11). Characteristics represent both intrinsic and extrinsic properties of consumers associated with the outcome variable. A second analysis on the relationship between college and university training and competitive employment was conducted with a simple logistic regression technique. Consumers were less likely to secure employment following the reception of college and university training (R 2 = .00). Results are discussed in the context of plausible explanations and implications for career counseling.

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“…The second module is ‘My Team’, which assists the adolescent and their parents to identify people who may support them in their transition planning journey. Being actively involved in transition planning and having people who provide tangible assistance and encouragement is pivotal to promoting self-determination [44, 45]. Therefore, this module encourages and supports the adolescent to become an integral and active member of the team.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

Hatfield

Falkmer

et al. 2016

Child Adolesc Psychiatry Ment Health

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BackgroundThe transition from high school to post-secondary education and work is difficult for adolescents on the autism spectrum. Transition planning can be an effective way of supporting adolescents on the autism spectrum to prepare for leaving school and to succeed in obtaining employment; however, there is a need for an autism-specific transition planning program with proven effectiveness. This paper describes a trial protocol for evaluating the Better OutcOmes & Successful Transitions for Autism (BOOST-A™); an online interactive program that empowers adolescents on the autism spectrum to plan their transition from school to further study, training, or employment.MethodsThe trial will involve adolescents on the autism spectrum in high school and their parents, who will be alternately assigned to a control group (regular practice) or an intervention group (using the BOOST-A™). The BOOST-A™ was developed using the PRECEDE-PROCEED model, and is based on the self-determination model, and the strengths- and technology-based approaches. It involves participants completing a series of online modules. The primary outcome will be self-determination, because high self-determination has been linked to successful transition to employment among adolescents on the autism spectrum. Secondary outcomes will include domain-specific self-determination, career planning and exploration, quality of life, and environmental support. Data will be obtained from questionnaires completed by the adolescent on the autism spectrum and their parent/s. Data collection will take place at baseline (Time point 1) and 12 months later (Time point 2).Discussion and conclusionsThis trial will provide evidence of the effectiveness of the BOOST-A™ to assist adolescents on the autism spectrum to successfully transition from school. Trial registration #ACTRN12615000119594

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Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process

Cited by 35 publications

References 6 publications

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland

Who Is Going to College? Predicting Education Training From Pre-VR Consumer Characteristics

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

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