Practical strategies for improving postsecondary outcomes for students with EBD

Mariya T. Davis

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Disability Education and Employment Behavioral and Psychological Studies Youth Education and Societal Dynamics

Abstract

Transition from high school to adulthood is a difficult period of life for all youth, especially those with disabilities. Research indicates students with emotional and behavioral disorders (EBD) experience difficulties in transitioning to a postschool environment. Their postschool outcomes in the areas of education, employment, and community participation continue to concern researchers, practitioners, and families and, therefore, demand improvement. Identification and implementation of transition-related evidence-based practices is essential for teachers who work with students with EBD to increase the likelihood of positive adult outcomes for these students. Discussed in this article are transition-related recommendations and practical strategies that may be used by teachers and other education professionals preparing students with EBD for life after school.

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2009Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities 2008Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders 2013Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools.2018Individual differences in learning social and nonsocial network structures.2014Evidence-Based Social Skills Interventions for Students at Risk for EBD 2013Teacher Training Matters 2011School-Based Mental Health Programs for Students Who Have Emotional Disturbances: Academic and Social-Emotional Outcomes 2008Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices

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