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Career Development for Exceptional Individuals
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Transition Planning/Coordinating Interventions for Youth with Disabilities

A Systematic Review

R. Brian Cobb

Colorado State University, cobb{at}cahs.colostate.edu

Morgen Alwell

University of Montana

The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and program structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.

Key Words: meta-analysis • secondary • transition programming

This version was published on August 1, 2009

Career Development for Exceptional Individuals, Vol. 32, No. 2, 70-81 (2009)
DOI: 10.1177/0885728809336655
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