During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…

Service providers working with transition-aged young people with mental health disorders require specialized research-based training to better meet their needs. A 10-module interactive online training program, Promoting Positive Pathways to Adulthood (PPPA), was developed to build service provider competencies to improve outcomes for the youth…

Given the consistently poor postschool outcomes of individuals with high incidence disabilities, there is a need to examine the transition services provided to them while in school. This secondary data analysis explored the transition services received by individuals with high incidence disabilities through the National Longitudinal Transition…

The paper reports on application of a case-by-case reintegration approach to helping 10 behaviorally disordered elementary students transition into less restrictive environments. The strategy combined transenvironmental programing, student-directed interventions, and collaborative consultation. Effectiveness was suggested by the number of students…

Results of follow-up studies conducted on 67 high-school students with behavior disorders (BD) who graduated in 1985 and 22 graduates with BD who graduated in 1993, after passage of the Individuals with Disabilities Education Act (IDEA), were compared to investigate the effects of transition requirements. The class of 1993 demonstrated better…

This article describes the design and outcomes of a project to promote the reintegration of pupils with emotional and behavioral difficulties at transfer to secondary school. It reports on a series of successful placements and discusses the factors that have helped sustain the inclusion of the pupils. (Contains four references.) (Author/CR)

A study investigated the outcomes of the Acute Children's Extended Services (ACES) program, a Salt Lake City, Utah, program designed to help children with emotional and behavioral disabilities reintegrate into the community from inpatient or residential care. The study examined outcomes of the ACES program within four domains: access, clinical…

This report describes an exploratory evaluative assessment of the first year of 2 alternative public schools for 117 chronically disruptive, committed, and/or non-attending students (grades 6-12) in Georgia. The CrossRoads program is intended to provide students with the social services, individualized instruction, and/or transitions to other…

The purpose of this publication is to identify the essential components of appropriate programming mandated by Alberta Education for students with special education needs, to provide examples of effective practices, to establish a common understanding of the terminology associated with this specialized field, and to clarify the meaning of…