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Career Development for Exceptional Individuals
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Evidence-Based Practices in Secondary Transition

David W. Test

University of North Carolina at Charlotte

Catherine H. Fowler

University of North Carolina at Charlotte

Sharon M. Richter

Appalachian State University

James White

University of North Carolina at Charlotte

Valerie Mazzotti

University of North Carolina at Charlotte

Allison R. Walker

Temple University

Paula Kohler

Western Michigan University

Larry Kortering

Appalachian State University

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

Key Words: secondary transition • career and vocational • high school • research

This version was published on August 1, 2009

Career Development for Exceptional Individuals, Vol. 32, No. 2, 115-128 (2009)
DOI: 10.1177/0885728809336859
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