What High School Administrators Need to Know About Secondary Transition Evidence-Based Practices and Predictors for Students With Disabilities

2015 ◽  
Vol 99 (3) ◽  
pp. 254-273 ◽  
Author(s):  
David W. Test ◽  
Audrey Bartholomew ◽  
Lauren Bethune
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Administrators ◽  
Evidence Based ◽  
Secondary Transition ◽  
High School Administrators ◽  
Evidence Based Practices

scholarly journals Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

2020 ◽  
Vol 44 (1) ◽  
pp. 28-46
Author(s):  
Dawn A. Rowe ◽  
Valerie L. Mazzotti ◽  
Catherine H. Fowler ◽  
David W. Test ◽  
Vickie J. Mitchell ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Research Policy ◽  
Future Research ◽  
Evidence Based ◽  
Secondary Transition ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Transition Research ◽  
Research Based Practices ◽  
Do So

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Evidence-Based Practices in Secondary Transition

2009 ◽  
Vol 32 (2) ◽  
pp. 115-128 ◽  
Author(s):  
David W. Test ◽  
Catherine H. Fowler ◽  
Sharon M. Richter ◽  
James White ◽  
Valerie Mazzotti ◽  
...  
Keyword(s):  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices

Disseminating Evidence-Based Practices in Secondary Transition

2012 ◽  
Vol 15 (4) ◽  
pp. 197-204 ◽  
Author(s):  
April Mustian ◽  
Valerie L. Mazzotti ◽  
David W. Test
Keyword(s):  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices
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