Practical strategies for improving postsecondary outcomes for students with EBD

References

• Boutot, E. A., Raulston, T. J., & Dukes, C. (2017). Evidence-based practices for educating students with Autism Spectrum Disorders. In E. A. Boutot (Eds.), Autism spectrum disorders: Foundations, characteristics, and effective strategies (pp. 21–39). Upper Saddle River, NJ: Pearson/Prentice Hall
   Google Scholar
• Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities. Retrieved from http://files.eric.ed.gov/fulltext/ED496547.pdf.
   Google Scholar
• Chitiyo, J. (2014). The wraparound process for adolescents with severe emotional behavioral disorders. Journal of Research in Special Educational Needs, 14(2), 105–109. doi:10.1111/1471-3802.12008
   Google Scholar
• Christenson, S. L., Thurlow, M. L., Sinclair, M. F., Lehr, C. A., Kaibel, C. M., Reschly, A. L., … Pohl, A. (2008). Check & Connect: A comprehensive student engagement intervention manual. Retrieved from http://www.checkandconnect.org/publications/default.html#manual.
   Google Scholar
• Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social Skills Training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16(3), 131–144. doi:10.1177/1063426608314541
   Web of Science ®Google Scholar
• Council for Exceptional Children. (2009). Building family partnerships. Retrieved from https://tooloftheweek.org/building-family-partnerships/.
   Google Scholar
• Denune, H., Hawkins, R., Donovan, L., Mccoy, D., Hall, L., & Moeder, A. (2015). Combining self‐monitoring and an interdependent group contingency to improve the behavior of sixth graders with EBD. Psychology in the Schools, 52(6), 562–577. doi:10.1002/pits.21846
   Web of Science ®Google Scholar
• Gresham, F. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100–104. doi:10.1177/0741932514556183
   Web of Science ®Google Scholar
• Hornby, G., & Witte, C. (2008). Follow-up study of ex-students of a residential school for children with emotional and behavioural difficulties in New Zealand. Emotional & Behavioural Difficulties, 13(2), 79–93. doi:10.1080/13632750802027598
   Google Scholar
• Individuals with Disabilities Education Act (IDEA). (2004). Individuals with disabilities education improvement act of 2004. 108–446, 118 Stat. 2647. Retrieved from http://www.copyright.gov/legislation/pl108-446.pdf.
   Google Scholar
• Kutash, K., Duchnowski, A. J., & Green, A. L. (2011). School-based mental health programs for students who have emotional disturbances: Academic and social-emotional outcomes. School Mental Health, 3(4), 191–208. doi:10.1007/s12310-011-9062-9
   Google Scholar
• Morningstar, M. E., & Benitez, D. T. (2013). Teacher training matters: The results of a multistate survey of secondary special educators regarding transition from school to adulthood. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(1), 51–64.
   Google Scholar
• Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M. (2009). The post-high school outcomes of adolescents with disabilities up to 4 years after high school. Retrieved from http://ies.ed.gov/ncser/pdf/20093017.pdf.
   Google Scholar
• Nochajski, S. M., & Schweitzer, J. A. (2014). Promoting school to work transition for students with emotional/behavioral disorders. Work (Reading, MA), 48(3), 413–422. doi:10.3233/WOR-131790
   PubMedGoogle Scholar
• O’Riordan, Z. (2011). Living in the ‘real world’: the experiences and support of school-leavers with social, emotional and behavioural difficulties. Emotional & Behavioural Difficulties, 16(3), 303–316. doi:10.1080/13632752.2011.595097
   Google Scholar
• Rowe, D., Alverson, C., Unruh, D., Fowler, C., Kellems, R., & Test, D. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. doi:10.1080/13632750802027598
   Web of Science ®Google Scholar
• Rowe, D., McNaught, J., Yoho, L., Davis, M., & Mazzotti, V. (2018). Helping students make informed decisions about transition via web-based resources. Career Development and Transition for Exceptional Individuals, 41(4), 252–259. doi:10.1177/2165143417736266
   Web of Science ®Google Scholar
• Ruffolo, M., Kuhn, M., & Evans, M. (2006). Developing a parent-professional team leadership model in group work: work with families with children experiencing behavioral and emotional problems. Social Work, 51(1), 39–47.
   PubMed Web of Science ®Google Scholar
• Snyder, E. P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27(4), 340–357.
   Web of Science ®Google Scholar
• Sweeney, M. A. (1997). The effects of self-determination training on student involvement in the IEP process. Tallahassee: Florida State University.
   Google Scholar
• Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181. doi:10.1177/0885728809346960
   Google Scholar
• Tompson, S. H., Kahn, A. E., Falk, E. B., Vettel, J. M., & Bassett, D. S. (2019). Individual differences in learning social and nonsocial network structures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(2), 253–271.
   PubMed Web of Science ®Google Scholar
• Wagner, M. (2014). Longitudinal outcomes and post-high school status of students with Emotional d Behavioral Disorders. In H. M. Walker, & F. M. Gresham (Eds.), Handbook of evidence-based practices for Emotional and Behavioral Disorders: Applications in schools. (pp. 86–103). New York: Guildford.
   Google Scholar
• Webb, K. W., Patterson, K. B., Syverud, S., & Seabrooks-Blackmore, J. (2008). Evidenced practices that promote transition to postsecondary education: Listening to a decade of expert voices. Exceptionality, 16(4), 192–206. doi:10.1080/09362830802412182
   Web of Science ®Google Scholar
• Zarrow Center. (2019). Self-directed IEP. Retrieved from http://www.ou.edu/education/centers-and-partnerships/zarrow/choicemaker-curriculum/self-directed-iep.
   Google Scholar