This project study focused on the writing and implementation of the transition plan that gives students with disabilities the proper guidelines and tools to help them in life after high school. Guided by the human capital theory in education, the purpose of this study was to gain an understanding of how high school special education teachers…

The problem addressed by this study was that School-wide Positive Behavioral Interventions and Supports (SWPBIS) is not consistently being implemented with fidelity by special education teachers in urban high schools in California, which can have negative academic and behavioral impacts on students with disabilities. This qualitative descriptive…

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for…

High school students with mild to moderate disabilities are being educated in the full inclusion classroom. As inclusive settings increase, the importance of determining a structured way to implement full inclusion programs has risen. Currently, there are no structured plans to follow when implementing a full inclusion program. Narrative methods…

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective…

Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be…

Few studies exist studying the implementation of a mindfulness program among high school students with disabilities. This study examined outcomes from the implementation of a 6-week "Learning to BREATHE" program, which is a mindfulness-based program for adolescents. This study explores behavioral problems, self-efficacy, self-regulation,…

This study reports the results of a single-arm, noncontrolled, Type 3 hybrid effectiveness-implementation trial evaluating virtual reality job interview training (VR-JIT) delivered in five preemployment transition programs comprising 15 schools, 10 administrators, 23 teachers, and 279 youth ages 16-21 years receiving special education…

Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students…

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers…

The problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with…

Although previous research exists on making adaptations for students with Visual Impairments (VI) in online settings, there is limited research on the teaching and learning dynamics of students with VI during the COVID-19 pandemic. Since responses to the pandemic made it difficult for students with VI to participate in educational opportunities…

Special educators routinely help students develop their self-determination skills. One way this has been achieved is to provide instruction to the student on how they can lead aspects of their individualized education program (IEP) meeting. A pre-post-post single group design was used in this study to examine if, and to what degree, the…

This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum…

Effective collaboration among schools and agencies is critical to the success of pre-employment transition services (pre-ETS). We examined the views of 596 middle and high school educators regarding pre-ETS and the employment prospects of their students with disabilities. Educators overwhelmingly affirmed that youth with disabilities needed better…