Evidence-Based Secondary Transition Practices for Students with Emotional and Behavioral Disorders and Learning Disabilities

Abstract

Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed.

Citation

Test, D.W., Cease-Cook, J. and Bethune, L.K. (2015), "Evidence-Based Secondary Transition Practices for Students with Emotional and Behavioral Disorders and Learning Disabilities", Transition of Youth and Young Adults (Advances in Learning and Behavioral Disabilities, Vol. 28), Emerald Group Publishing Limited, Leeds, pp. 113-134. https://doi.org/10.1108/S0735-004X20150000028006