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

Keywords

post-school outcomes, high school, education, disabilities, career and vocational development, support services

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.

Original Publication Citation

Rowe, D., Alverson, C., Unruh, D., Fowler C., Kellems. R. O., & Test, D.W. (2015). A delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113-126. https://doi.org/10.1177/2165143414526429

Document Type

Peer-Reviewed Article

Publication Date

2015

Publisher

SAGE Publications

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Associate Professor

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