References

• 1999Evaluating the use of exploratory factor analysis in psychological research.9,564 cited
• 1986Comparison of five rules for determining the number of components to retain.3,135 cited
• 1996Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study876 cited
• 2009Evidence-Based Practices in Secondary Transition397 cited
• 2003Transition-Focused Education323 cited
• 2006Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction158 cited
• 2008A Multistate Survey of Special Education Teachers' Perceptions of Their Transition Competencies126 cited
• 2006Transition Methods for Youth with Disabilities118 cited
• 2007Interagency Collaboration: The Importance of Rehabilitation Professionals' Involvement in Transition78 cited
• 1997School-Based Wraparound for Students with Emotional and Behavioral Challenges76 cited
• 1987Transition Services for Secondary Students with Mild Disabilities: A Statewide Perspective74 cited
• 2008Essential Knowledge Domains Underlying Effective Rehabilitation Counseling Practice71 cited
• 1995Competencies Needed for Transition Specialists in Vocational Rehabilitation Vocational Education, and Special Education70 cited
• 1999Transition Competencies: Perception of Secondary Special Education Teachers