Evidencebased

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Evidence-based Secondary Transition Practices
(as of 12/18/07) David W. Test, University
of North Carolina at Charlotte National
Secondary Transition Technical Assistance
CenterTeleconference Presentation/ OSEPs
Exiting Community NSTTAC
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• Assist State Education Agencies with collecting
  and using SPP Indicator 13 data to improve
  secondary transition services
• Generate knowledge that provides an
  evidence-based foundation for states to use to
  improve secondary transition services that
  enhance post-school outcomes (David Test, UNC
  Charlotte)
• Build capacity of states and local educational
  agencies to implement effective secondary
  transition services that improve post-school
  outcomes (Paula Kohler, Western Michigan
  University)
• Disseminate information to state personnel,
  practitioners, researchers, parents, and students
  regarding effective secondary transition services
  that improve post-school outcomes (Larry
  Kortering, Appalachian State University)

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Generate Knowledge Literature Review

• Purpose To determine the evidence-base for
  secondary transition practices, disseminate the
  information, and make recommendations to IES for
  future research and meta-analyses of specific
  transition services.
• Primary audience is state and local secondary
  transition personnel and researchers.

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Current Activity

• Reviewing 1070 studies
• Interrater reliability on inclusion of studies
  86.8
• Interrater reliability on 20 of coded studies
  (first round of review) 90.5
• Trained 14 additional reviewers (willing to train
  others)

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Organization of Findings

• Categories from the Taxonomy for Transition
  Programming (Kohler, 1996)
• -organized by-
• IES Levels of Evidence combined with Quality
  Indicators from Exceptional Children (2005)

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NSTTACs Levels of Evidence
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Secondary Transition Evidence-Based Practices

• Student-Focused Planning. http//www.nsttac.org/?
  FileNamestudent_focused_planning This category
  includes practices in the areas of IEP
  development, student participation in planning,
  and planning strategies.
• Student Development. This category includes
  strategies in the areas of life skills
  instruction, career and vocational curricula,
  structured work experience, assessment, and
  support services.
• Interagency Collaboration. This category includes
  practices in the areas of collaborative
  frameworks and collaborative service delivery.
• Family Involvement. This category includes
  practices in family training, family involvement,
  and family empowerment.
• Program Structure. This category includes
  practices in program philosophy, policy and
  evaluation, strategic planning, resource
  allocation, and human resource development.

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Secondary Transition Evidence-Based Practices

• Student-Focused Planning. This category includes
  practices in the areas of IEP development,
  student participation in planning, and planning
  strategies.
• Student Development. http//www.nsttac.org/?FileNa
  mestudent_development This category includes
  strategies in the areas of life skills
  instruction, career and vocational curricula,
  structured work experience, assessment, and
  support services.
• Interagency Collaboration. This category includes
  practices in the areas of collaborative
  frameworks and collaborative service delivery.
• Family Involvement. This category includes
  practices in family training, family involvement,
  and family empowerment.
• Program Structure. This category includes
  practices in program philosophy, policy and
  evaluation, strategic planning, resource
  allocation, and human resource development.

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Secondary Transition Evidence-Based Practices

• Student-Focused Planning. This category includes
  practices in the areas of IEP development,
  student participation in planning, and planning
  strategies.
• Student Development. This category includes
  strategies in the areas of life skills
  instruction, career and vocational curricula,
  structured work experience, assessment, and
  support services.
• Interagency Collaboration. This category includes
  practices in the areas of collaborative
  frameworks and collaborative service delivery.
• Family Involvement. This category includes
  practices in family training, family involvement,
  and family empowerment.
• Program Structure. http//www.nsttac.org/?FileName
  program_structures
• This category includes practices in program
  philosophy, policy and evaluation, strategic
  planning, resource allocation, and human resource
  development.

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Practice Descriptions Include

• What is the evidence?
• With whom has it been implemented?
• What is the practice?
• How has the practice been implemented?
• Where has it been implemented?
• How does this practice relate to Indicator 13?
• How does this practice relate to National
  Standards?
• Where is the best place to find out how to do
  this practice?
• Full references

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Research to Practice Lesson Plan Starters
include Objective Setting and Materials
Content Taught Teaching Procedures Method of
Evaluation Lesson Plan Based on (full reference)
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Evidence-based Student Focused Planning Practices

• General Practices
• Teach students to participate in their IEP
  process (moderate)
• Specific Practices
• Use the Self-Advocacy Strategy (moderate)
• Use the Self-Directed IEP (moderate)

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Evidence-based Student Development Practices

• General Practices
• Teach self-advocacy skills (strong)
• Teach self-determination skills (moderate)
• Teach functional life skills (strong)
• Teach purchasing skills (strong)
• Teach functional math skills (moderate)
• Teach functional reading skills (moderate)
• Teach home maintenance skills (moderate)
• Teach students job specific employment skills
  (moderate)
• Teach self-management for employment (moderate)

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Evidence-based Student Development Practices

• Specific Practices
• Teach banking skills (moderate)
• Teach food preparation skills (moderate)
• Teach grocery shopping skills (moderate)
• Teach home maintenance skills (moderate)
• Teach restaurant skills (moderate)
• Teach safety skills (moderate)
• Teach employment skills using computer-assisted
  Instruction (potential)

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Evidence-based Student Development Practices

• Specific Practices
• Teach life skills using community based
  instruction (CBI) (moderate)
• Teach life skills using computer assisted
  instruction (moderate)
• Use the One More Than strategy (moderate)
• Teach completing job applications (moderate)
• Teach job skills using CBI (moderate)
• Teach job related social-communication skills
  (potential)

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Evidence-based Program Structure Practices

• Specific Practices
• Extend services beyond high school (moderate)
• Provide community-based instruction
• Check Connect program (potential)

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What Works in Transition Synthesis Project
Resources http//www.nsttac.org/?FileNamewhat_wo
rks

• Secondary Transition
• life skills, social-communication interventions,
  transition planning and coordinating,
  self-determination
• Secondary Academic Interventions
• Dropout Prevention

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Evidence-based Secondary Academic Interventions

• Mnemonic interventions (HOMES, TREE, SELECT,
  IPLAN)
• Technology-based interventions (computer, video,
  audio, multimedia)
• Self-management interventions
• Peer-assistance interventions
• www.psocenter.org/publications.html

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Evidence-Based Dropout Prevention Interventions

• Cognitive Behavioral Interventions
• http//www.ndpc-sd.org/resources/research.htm

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Using EBP Resources

• Teaching/Training Ideas
• Use Research-to-Practice Lesson Plan Starters to
  write and teach a lesson to students (including
  evaluating effects of lesson).
• Have students/participants write their own
  Research-to-Practice Lesson Plan Starters from
  intervention studies that include an explicit
  description of the intervention.
• Have students/participants identify additional
  high or acceptable quality studies on a practice
  that is currently identified with a moderate,
  potential, or low level of evidence.
• Use Coding Forms and Decision Rules to identify
  other evidence-based practices.
• Create a checklist for teachers to determine the
  extent to which their own instructional practices
  align with current list of evidence-based
  practices in transition.

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To Contact Us

• David Test, Principal Investigator
  dwtest_at_uncc.edu
• Catherine Fowler, Project Coordinator
  chfowler_at_uncc.edu
• NSTTAC (www.nsttac.org)
• 704-687-8606
• 704-687-6327(TTY)
• 704-687-2916 (fax)