Evidence-Based Practices in Secondary Transition

By D. Test, Catherine H. Fowler, S. Richter, James White, V. Mazzotti, Allison R. Walker, Paula D. Kohler, Larry J. Kortering. 2009

386 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e6090ffa4813dbfdf8aa2d9606fa020dd087a929

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. K. Shogren
2. D. Rowe
3. E. Carter
4. D. Test
5. V. Mazzotti
6. M. Wehmeyer
7. D. Browder
8. F. Spooner

In Education

1. K. Shogren
2. E. Carter
3. D. Browder
4. M. Wehmeyer
5. Kathleen Lynne Lane
6. Bree A. Jimenez
7. D. Test
8. F. Spooner

In Safety Research

1. K. Shogren
2. E. Carter
3. D. Browder
4. M. Wehmeyer
5. Kathleen Lynne Lane
6. D. Test
7. F. Spooner
8. Bree A. Jimenez

Citations in the corpus

• Culture and Self-Determination: A Synthesis of the Literature and Directions for Future Research and Practice (2011, methodology): “Teachers must implement best practices in self-determination and transition (Field, Martin, Miller, Ward, & Wehmeyer, 1998; Test et al., 2009) focused on individualizing transition goals and linking the development of these goals to student self-determination.”
• Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, background): “These inclusion criteria are consistent with previous reviews (i.e., Test et al., 2009, 2012) and reflect recommendations that transition skills instruction occurs prior to the required age set forth by IDEA (2004; Papay et al., 2015; Palmer & Wehmeyer, 2003).”
• Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities (2015, neutral): “…have documented a relationship between self-determination and school-based outcomes, including student involvement in transition planning (Test et al., 2009), access to the general education curriculum (Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012), and academic skills…”
• Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities (2012, background): “…with employment outcomes for young people with disabilities, including student demographics and primary disability, prior work experience, student skills, family characteristics and expectations, and school program characteristics (Carter, Ditchman, et al., 2010; Test, Mazzotti, et al., 2009).”
• What Works, When, for Whom, and With Whom (2016, background): “In defense of the utility of the Thompson et al. (2005) criteria, despite null findings of the present research, several points should be made.”
• Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports (2016, background): “Although the stated goal of MTSS is to implement evidence-based practices, it must be acknowledged that few interventions in the education and special education fields meet accepted criteria (Cook, Tankersley, & Landrum, 2009) for determining that an intervention is evidence-based (Chard, Ketterlin-”
• A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition (2015, methodology): “Predictor Description from Test et al. (2009) Literature review of correlational research Definitions identified from the literature referenced in the original articles used by Test et al. (2009) to establish the predictor Behavior characteristics identified from the literature referenced in the…”
• Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “…(d) use of a single-case design demonstrating experimental control (e.g., ABAB); and (e) “quality” or “acceptable” studies was derived from the Horner et al. (2005) criteria using the National Secondary Transition Technical Assistance Center’s (NSTTAC, 2010; Test et al., 2009) decision rules.”
• Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, methodology): “According to the standards stipulated in theDecision Rules for Determining Levels of Evidence (Test et al., 2009; Table 2), six acceptable quality studies, two independent research teams, and a demonstration of functional relationship establishes a moderate level of evidence for using the practice…”
• Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities (2011, methodology): “The determination of whether systematic instruction was an EBP was derived from the Horner et al. (2005) criteria using the National Secondary Transition Technical Assistance Center’s (NSTTAC, 2010; Test et al., 2009) decision rules for conducting a literature review.”