Updating the Secondary Transition Research Base - Evidence-and Research-Based Practices in Functional Skills Career Development and Transition for Exceptional Individuals - 2021, Vol. 44(1) 28-46

Oct 15, 2026

Transition education should be grounded in rigorous research so educators can identify practices that effectively teach students with disabilities transition-related skills. This systematic literature review synthesizes evidence-based and research-based practices in secondary special education and transition. The review identifies nine evidence-based and 22 research-based practices spanning more than 45 transition-related skill areas, and reports the range of effects for each practice. Limitations and implications for future research, policy, and practice are also provided.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Purpose of the systematic review

Key findings: evidence-based and research-based practices

Effects range and evidence scope

Limitations and implications

Background and policy context

IDEA, NCLB, Workforce Innovation and Opportunity Act, and ESSA

Definition and identification of evidence-based practices

Review of prior transition research

Test et al. (2009) and (2012) evidence base

Additional systematic reviews for specific disability groups

Updating the Secondary Transition Research Base: Evidence-and ResearchBased Practices in Functional Skills Career Development and Transition for Exceptional Individuals 2021, Vol. 44(1) 28–46 © Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143420958674](DOI: 10.1177/2165143420958674)[ ](DOI: 10.1177/2165143420958674)[cdtei.sagepub.com](cdtei.sagepub.com) Dawn A. Rowe, PhD 1, Valerie L. Mazzotti, PhD2 , Catherine H. Fowler, PhD2, David W. Test , PhD2, Vickie J. Mitchell, PhD3, Kelly A. Clark, PhD2,4, Debra Holzberg, PhD2,5 , Tosha L. Owens, PhD2,6, Dana Rusher, PhD2,7, Rachel L. Seaman-Tullis, PhD8, Christina M. Gushanas, PhD9, Hannah Castle, BS 10, Wen-Hsuan Chang, PhD2, Ashley Voggt, PhD2, Stephen Kwiatek, PhD2 , and Catie Dean, MEd 1 Abstract Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practicesand 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed. Keywords secondary transition, evidence-based practices, research-based practices, students with disabilities, high school, middle school Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transitionrelated skills. Nearly two decades ago, the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) and the Elementary and Secondary Education Act (i.e., No Child Left Behind [NCLB], 2001) required schools to use programs, curricula, and practices grounded in scientifically based research. In alignment with previous mandates, legislation continues to emphasize the use of evidence-based practices (EBPs) . The Workforce Innovation and Opportunity Act of 2014 included a new focus on implementation ofEBPs in the workplace. In addition, the Every Student Succeeds Act (ESSA, 2015) strengthened the focus on EBPs by developing a continuous monitoring system that included guidance for selecting relevant EBPs. In 2016, the U.S. Department of Education (U.S. DOE) published Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments to assist state and local education agencies with selecting and using EBPs (U.S. DOE, 2016) . This guidance defined EBPs for education agencies as an intervention that “demonstrates a statistically significant effect on improving student outcomes” or“demonstrates a rationale based on high quality research findings” which may improve student outcomes [section 8101(21)(A) of ESSA, 2015] . Researchers continue to identify EBPs across content areas, grade levels, and for specific populations (e.g., What Works Clearinghouse, National Autism Center) . In their systematic review of the literature, Test et al.(2009) identified 32 EBPs to teach transition-related skills to youth with disabilities. Transition-related skills are defined as academic (e.g., math, reading) and functional (e.g., social-emotional, organizational, self-determination, 1 East Tennessee State University, Johnson City, USA 2The University of North Carolina at Charlotte, USA 3Sam Houston State University, Huntsville, TX, USA 4Cornell University, Ithaca, NY, USA 5The University of North Caro

FAQs

What is the purpose of this systematic literature review?

To identify evidence-based and research-based practices in secondary special education and transition that support students with disabilities in developing transition-related skills.

How many practices and skill areas does the review identify?

The review identifies nine evidence-based practices and 22 research-based practices across more than 45 different transition-related skill areas.

What topics are discussed beyond the findings?

The article also discusses limitations and implications for future research, policy, and practice.

Oct 15, 2026

Uploaded by Mafia Boss