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Direct linkLingo, Mindy E.; Williams-Diehm, Kendra L.; Martin, James E.; McConnell, Amber E. – Career Development and Transition for Exceptional Individuals, 2018
Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…
Descriptors: Transitional Programs, Self Determination, Skill Development, Case Method (Teaching Technique)
Download full textHennessey, Maeghan N.; Terry, Robert; Martin, James E.; McConnell, Amber E.; Willis, Donna M. – Grantee Submission, 2017
The researchers examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…
Descriptors: Factor Structure, Psychometrics, Disabilities, Special Education Teachers
Factor Structure and Basic Psychometric Properties of the "Transition Assessment and Goal Generator"
Hennessey, Maeghan N.; Terry, Robert; Martin, James E.; McConnell, Amber E.; Willis, Donna M. – Career Development and Transition for Exceptional Individuals, 2018
We examined the theoretical factor structure fit and psychometric properties of the "Transition Assessment and Goal Generator" (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…
Descriptors: Psychometrics, Factor Structure, Factor Analysis, Disabilities
Burnes, Jennifer J.; Martin, James E.; Terry, Robert; McConnell, Amber E.; Hennessey, Maeghan N. – Career Development and Transition for Exceptional Individuals, 2018
We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…
Descriptors: Correlation, Postsecondary Education, Educational Attainment, Employment Level
McConnell, Amber E.; Little, Karen S.; Martin, James E. – British Journal of Special Education, 2015
This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post-school transition goals using a modified "GO 4 IT … NOW!" intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship…
Descriptors: High School Students, Mental Retardation, Transitional Programs, Planning
Burnes, Jennifer J.; Martin, James E.; Terry, Robert; McConnell, Amber E.; Hennessey, Maeghan N. – Grantee Submission, 2017
We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…
Descriptors: Correlation, Postsecondary Education, Educational Attainment, Employment Level
McConnell, Amber E.; Martin, James E.; Hennessey, Maeghan N. – Remedial and Special Education, 2015
This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…
Descriptors: Postsecondary Education, Disabilities, Grade Point Average, Employment Level
McConnell, Amber E.; Martin, James E.; Hennessey, Maeghan N. – Grantee Submission, 2015
This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…
Descriptors: Academic Persistence, Adolescents, Disabilities, Employment Level
McConnell, Amber E.; Martin, James E.; Juan, Chen Ya; Hennessey, Maeghan N.; Terry, Robert A.; el-Kazimi, Nidal A.; Pannells, Tammy C.; Willis, Donna M. – Career Development and Transition for Exceptional Individuals, 2013
We conducted an analysis of the secondary transition qualitative and quantitative research literature to build comprehensive constructs and lists of student nonacademic behaviors associated with post-high school employment and education. From a pool of 83 initial quantitative and qualitative studies, 35 met the inclusion criteria, and the analysis…
Descriptors: Qualitative Research, Statistical Analysis, Correlation, High School Students
McConnell, Amber E.; Martin, James E.; Juan, Chen Ya; Hennessey, Maeghan N.; Terry, Robert A.; el-Kazimi, Nidal A.; Pannells, Tammy C.; Willis, Donna M. – Grantee Submission, 2012
The researchers conducted an analysis of the secondary transition qualitative and quantitative research literature to build comprehensive constructs and lists of student nonacademic behaviors associated with post-high school employment and education. From a pool of 83 initial quantitative and qualitative studies, 35 met the inclusion criteria, and…
Descriptors: Correlation, Disabilities, Education Work Relationship, Educational Legislation
