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Transition to Adult Roles for Students With Emotional/Behavioral Disturbances

A Follow-Up Study of Student Exiters From Steps-to-Success

Merged Data Analysis (MDA) project at the Florida Mental Health Institute within the University of South Florida (FMHI/USF), akarpur{at}fmhi.usf.edu

Hewitt B. Clark

FMHI/USF, clark{at}fmhi.usf.edu

Peter Caproni

Steps-to-Success Program at the Robert Morgan Vocational Technical School in the Miami-Dade School District

Hank Sterner

SEDNET Multi-agency Network in the Miami-Dade School District

Transition from adolescence to adulthood is especially challenging for youth and young adults with emotional/behavioral disturbances (EBD). The Transition to Independence Process (TIP) model serves to prepare and facilitate youth and young adults with EBD in their transition into adulthood roles through a person-centered and developmentally appropriate process. Using existing state and program data, this study compared the postsecondary outcomes (e.g., employment, postsecondary education, incarceration) of exiters from the Steps-to-Success Program, a TIP-based system serving secondary school students, to those of matched comparison groups of (a) other young adults with EBD who had services as usual and (b) young adults with no previous classification. Our results demonstrated the efficacy of the Steps-to-Success Program in improving postsecondary outcomes for youth with EBD.

Career Development for Exceptional Individuals, Vol. 28, No. 1, 36-46 (2005)
DOI: 10.1177/08857288050280010601


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