Implementing Secondary Transition Evidence-Based Practices

Abstract

Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities experience positive in-school and post-school success. The purpose of this study was to investigate transition service provider and implementation factors that may impact transition service providers’ use of secondary transition EBPs. Results indicated transition service providers had limited training, access, and preparation related to secondary transition EBPs. In addition, results were promising indicating the majority of respondents were always, often , or sometimes using EBPs across the transition-related skill categories. Future research, implications for practice, and limitations are discussed.

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