Transition Planning/Coordinating Interventions for Youth with Disabilities

R. Brian Cobb · Morgen Alwell

168 citations0/0 files storedCareer Development for Exceptional Individuals

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Disability Education and Employment Career Development and Diversity Adolescent and Pediatric Healthcare

Abstract

The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and program structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.

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2012Transition Assessment and Planning for Youth With Severe Intellectual and Developmental Disabilities 2013Transition From School to Work 2016Transition to adulthood for young people with intellectual disability: the experiences of their families 2010A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings 2017Causal Agency Theory

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