Article 2015

Evidence-based secondary transition practices for students with emotional and behavioral disorders and learning disabilities

TD
Test, David
 CJ
Cease-Cook, Jennifer
 BL
Bethune, Lauren K.
Advances in Learning and Behavioral Disabilities
Journal · Vol. 28 · pp. 113-134
Abstract

Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed. © 2015 by Emerald Group Publishing Limited All rights of reproduction in any form reserved.

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Author Affiliations
The University of North Carolina at Charlotte, Charlotte, NC, United States
Funding & Acknowledgements
No funding information
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