Employment outcomes have long been emphasized as a primary transition outcome for individuals with extensive support needs. To develop appropriate annual individualized education plan (IEP) goals for transition, appropriate transition assessments must be administered to guide the process (Prince et al., 2014). As such, transition assessment is a…

A chain of interconnected events has occurred over the past four decades that can transform the lives of students with disabilities and their families. These events include the national policy shift to standards-based reform, legislative action that is reflected in reauthorizations of federal educational laws and regulations, and sustained state…

This report examines the characteristics of state special education voucher programs along with the evidence base on their impact, effectiveness, and quality. The report, which finds that the program characteristics differ considerably across states and that the research is small, dated, and often funded by voucher proponents, identifies major…

In the last 10 years, the prevalence of autism spectrum disorder (ASD) has increased 200 percent. Principals, special education directors, and superintendents across the country report that their schools are teaching increasing numbers of students with ASD. Educators want to provide a good and effective educational experience, but they may not be…

Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and/or post-secondary education (IDEA, 2004). This study examined the perceptions of special education directors, assistant directors/program coordinators, and secondary special education teachers…

Special educators are required to use evidence-based academic and behavioral interventions in their classrooms (U.S. Department of Education, 2010). No rigorous and comprehensive database currently exists to support educators. Within the field of special education, single-subject research is the primary research methodology (Horner, Carr, Halle,…

As educators move into a new era of educational reform, it becomes imperative that teachers use evidence-based instructional practices shown to be effective for students with disabilities. One area that plays a role in this process is secondary transition. The National Secondary Transition Technical Assistance Center has identified 63…

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students…

Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight…

The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the…

Outcomes for students classified as emotionally disturbed (ED) are among the poorest for any disability group and include disturbingly low graduation rates, poor academic achievement, high rates of school suspensions and school dropouts, and chronic interpersonal problems. Additionally, these students are often underserved within the school…

General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…

This study examined the extent to which transition components of students’ Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best…

The Education for All Handicapped Children Act (EHCA) was legislated in 1975 in part to provide funding to states, parent centers, and research centers, for supporting access to public education for students with disabilities. In 1975, the intent of EHCA was to find children with disabilities and ensure that children were evaluated, identified,…

Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…