TAKE CHARGE for the Future: A Controlled Field-Test of a Model to Promote Student Involvement in Transition Planning

By L. Powers, Alison Turner, D. Westwood, J. Matuszewski, Roxanne S. Wilson, A. Phillips. 2001

169 citations recorded by the source corpus.

Subfields: Clinical Psychology, Psychiatry and Mental health, Safety Research

View Paper: https://www.semanticscholar.org/paper/97770dcf22ece1dce13e31c412675d2927fdd9d2

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In Clinical Psychology

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Citations in the corpus

A Randomized-Trial Evaluation of the Effect of Whose Future Is It Anyway? on Self-Determination (2011, methodology): “, 2004), TAKE CHARGE for the Future (Powers et al., 2001), and the NEXT S.”
Effects of the Self-Directed IEP on Student Participation in Planning Meetings (2006, background): “Previous research indicated that without intervention, individuals present at their IEP meeting seldom expressed preferences or actively participated in a meaningful way (Powers et al., 2001).”
Mandates and Effective Transition Planning Practices Reflected in IEPs (2005, background): “Specific effective practices that have been identified include (a) student involvement in transition planning (Powers et al., 2001); (b) student participation in general education, including extracurricular activities (Sands, Bassett, Lehmann, & Spencer, 1998); (c) support for student participation ”
A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings (2010, unknown): “, 2004), (c) curriculum and instruction focused on specific postschool outcomes (Alwell & Cobb, 2006; Powers et al., 2001), (d) family involvement (Lehman, Bassett, & Sands, 1999; Morningstar, 1997; Morningstar, Turnbull, & Turnbull, 1995), and (e) student self-determination (Cobb, Lehman, Newman-Go”
Implementation of Self-Determination Activities and Student Participation in IEPs (2004, background): “…or related educational goal setting and planning are more likely to (a) achieve their goals (e.g., Kennedy & Haring, 1993; Perlmutter & Monty, 1977; Powers et al., 2001; Realon, Favell, & Lowerre, 1990; Van Reusen, Deshler, & Schumaker, 1989), (b) improve their academic skills (Schunk, 1985), (c)…”
Student Involvement in Individualized Education Program Meetings (2004, methodology): “…student participation in their IEP meetings (Allen et al., 2001; Cross et al., 1999; Flannery et al.; Mason et al., 2002; Miner & Bates, 1997; Powers et al., 2001; Snyder, 2002; Van Reusen & Bos, 1994; Van Reusen et al., 1989; Zhang, 2001) or increased scores on a self- Wehmeyer & Lawrence,…”
A Content and Methodological Review of Self-Advocacy Intervention Studies (2005, methodology): “…n Q ue sti on s Se tti ng Va ri ab le (s ) Va ri ab e( s) (S A C om po ne nt s M ea su re d) 113Exceptional Children 114 Fall 2005 115Exceptional Children 116 Fall 2005 1991; Mason et al., 2002; Powers et al., 2001; Taylor-Ritzler, et al., 2001; Van Reusen & Bos, 1994; Wehmeyer & Lawrence, 1995).”
Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives (2018, background): “Student involvement in IEP development has been linked to higher levels of goal attainment (Powers et al., 2001) and higher graduation rates (Cavendish, 2013).”
A Conceptual Framework of Self-Advocacy for Students with Disabilities (2005, background): “Only four (20%) of the data-based studies measured skills associated with leadership (see Table 1; Allen et al., 2001; Powers et al., 2001; Snyder & Shapiro, 1997; Wehmeyer & Lawrence, 1995).”
A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, background): “, 2001), planning (Powers et al., 2001), and self-awareness (Campbell-Whatley, 2008).”
Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities (2015, unknown): “For example, Powers and colleagues (2012) examined the impact of the TAKE CHARGE self-determination curriculum (Powers et al., 2001) on 69 youth receiving special education who were in the foster care system.”
Effects of Interventions to Promote Self-Determination for Individuals With Disabilities (2001, background): “with the largest effect sizes (Cross et al., 1999; Powers et al., in press; Powers et al., 2001) targeted at least four self-determination focus areas, whereas most of the studies with smaller effect sizes included three or fewer focus areas.”