TY  - CHAP
AB  - 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.
VL  - 28
SN  - 978-1-78441-933-2, 978-1-78441-934-9/0735-004X
DO  - 10.1108/S0735-004X20150000028006
UR  - https://doi.org/10.1108/S0735-004X20150000028006
AU  - Test David W.
AU  - Cease-Cook Jennifer
AU  - Bethune Lauren K.
PY  - 2015
Y1  - 2015/01/01
TI  - Evidence-Based Secondary Transition Practices for Students with Emotional and Behavioral Disorders and Learning Disabilities
T2  - Transition of Youth and Young Adults
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 113
EP  - 134
Y2  - 2024/05/05
ER  -