Front Cover -- Transition of Youth and Young Adults -- Copyright page -- Contents -- List of Contributors -- Chapter 1 The Transition of Youth and Young Adults with Learning Disabilities and with Emotional and Behavioral Disorders: ... -- References -- Chapter 2 Secondary School Preparation and Transition of Youth with Disabilities -- High School Preparation and Transition Service Needs -- Standards-Based Curriculum Reforms -- Providing Inclusive General Education Curricula Content -- Providing Functional and Daily Living Skills Curricula -- Coordinated Transition Planning and Support Provision -- Interagency Collaboration and Participation -- Evidence-Based Practices Supporting Secondary to Postsecondary Transition -- Inclusive Participation in General Education and Transition Planning Activities -- Self-Determination Skill Development during Transition Planning -- Necessity of Collaborative Stakeholder Participation in Transition Planning -- Recommendations -- Conclusion -- References -- Chapter 3 Longitudinal Post-High School Outcomes of Young Adults with Learning Disabilities or Emotional/Behavioral Disorders -- Methods -- Participants -- Data Sources -- Parent/Young Adult Interviews/Surveys -- School District Rosters -- Transition Outcome Measures -- Data Analysis -- Analytic Adjustments to Increase NLTS/NLTS2 Comparability -- Descriptive Statistics -- Results -- Young Adults with Learning Disabilities -- NLTS/NLTS2 Cohort Comparisons -- NLTS2 Longitudinal Outcomes -- Young Adults with Emotional Disturbances -- NLTS/NLTS2 Cohort Comparisons -- NLTS2 Longitudinal Outcomes -- Comparing Young Adults with LD and Those with EBD -- NLTS/NLTS2 Cohort Comparisons -- NLTS2 Longitudinal Outcomes -- Discussion -- NLTS/NLTS2 Cohort Comparisons -- NLTS2 Longitudinal Outcomes -- Implications for Practice and Research -- Intervening Early.

Multi-tiered Systems of Support -- Evidence-Based Practices (EBPs) -- Transition Planning -- Self-Determination -- Looking Ahead -- Acknowledgments -- References -- Chapter 4 Providing Transition Services: An Analysis of Law and Policy -- Caveats -- The Impetus for Requiring Transition Services in the IDEA -- The IDEA and Transition Services -- Transition Planning and Services in the IEP Process -- Members of a Transition-Related IEP Team -- Age-Appropriate Transition Assessments -- Appropriate Measurable Postsecondary Goals -- Transition Activities and Services -- Summary of Performance -- Indicator 13 of the IDEA -- Litigation and Transition Services -- A School District Failed to Involve a Student's Parents in the IEP Process -- A School District Failed to Invite a Representative from a State Agency to a Transition-Related IEP Meeting -- A School District Failed to Invite a Student to Her Transition-Related IEP Meeting -- A School District Failed to Conduct an Age-Appropriate Transition Assessment -- A School District's IEP Contained Inappropriate Transition Goals -- A School District's IEP Contained Inadequate Transition Services That Failed to Address All of a Student's Transition Needs -- Implications for Practice -- Recommendation #1: Provide Professional Development Opportunities -- Recommendation #2: Have Transition Expertise at the District Level -- Recommendation #3: Adhere to the Procedural Requirements of the IDEA When Developing a Transition IEP -- Recommendation #4: Plan and Implement Transition Programming That Confers FAPE -- Summary -- References -- Chapter 5 Transition Assessment for Students with Learning and Behavioral Disabilities: Best Practices and Future Directions -- Legal Mandates -- Evidence-Based Practices and Predictors -- Transition Assessment -- What Are Best Practices for Conducting Transition Assessment?.

Person-Centered Planning -- Transition Assessment Is Comprehensive -- Transition Assessment Incorporates Various Methods -- Transition Assessment Is Ongoing -- Transition Assessment Informs Action -- Future Research Recommendations -- References -- Chapter 6 Evidence-Based Secondary Transition Practices for Students with Emotional and Behavioral Disorders and Learning D... -- Evidence-Based Practices for Secondary Transition -- Evidence-Based Practices for Both Students with Emotional and Behavioral Disorders and Learning Disabilities -- Whose Future Is It Anyway? -- Self-Advocacy Strategy -- Self-Directed IEP -- Mnemonics -- Peer Assistance -- Self-Determined Learning Model of Instruction -- Simulations -- Evidence-Based Practices for Students with Emotional and Behavioral Disorders -- Evidence-Based Practices for Students with Learning Disabilities -- Computer-Assisted Instruction -- Visual Displays -- Extension of Career Planning Services after Graduation -- Mnemonics -- Evidence-Based Predictors for Secondary Transition -- Career Awareness -- Exit Exam Requirements/High School Diploma Status -- Inclusion in General Education -- Self-Care/Independent Living Skills -- Occupational Courses -- Paid Employment/Work Experience -- Parent Expectations -- Parental Involvement -- Self-Determination -- Social Skills -- Student Support -- Transition Program -- Vocational Education -- Work Study -- Discussion -- Suggestions for Future Research -- Implications for Practice -- References -- Chapter 7 The Transition to Independence Process: Implementation of the TIP Model for Improving the Outcomes of Youth and Y... -- Purpose of This Chapter -- Overview of the Transition to Independence Process (TIP) Model -- Research Supporting the TIP Model -- Description of a Young Person to Illustrate the Application of the TIP Model.

Application of TIP Model Guidelines and Practices with Ashley -- Ashley's New Life Trajectory -- TIP Model Implementation and Sustainability -- Implementation Science -- Context for the Implementation of the TIP Model in Canada -- Implementation: Making it Happen -- Active Implementation Frameworks -- Improvement Cycles -- The Importance of Fidelity -- Profile of One Regional Service Collaborative's Implementation of the TIP Model -- TIP Model in the Education Sector: Using Implementation Science to Facilitate Implementation -- Impact on the Education Sector -- Summary on Implementation Science -- Implications for Transition to Adulthood Programs and Systems -- Notes -- Acknowledgment -- References -- Chapter 8 Promoting the Self-Determination and Goal Attainment of Youth with Learning Disabilities and Behavioral Disorders -- Self-Determination -- Self-Determination and the Education of Students with Learning Disabilities and Behavior Disorders -- Promoting Self-Determination and Goal Attainment -- Assessment -- Student-Directed Learning -- Self-Determined Learning Model of Instruction -- Student Involvement in Educational Planning -- The Self-Directed IEP -- The Self-Advocacy Strategy for Education and Transition Planning -- Take Charge for the Future -- Conclusion -- Notes -- References -- Chapter 9 Child and Adolescent Mental Health and the Schools -- Schools Have Emerged as a "De Facto" Mental Health System for Youth -- History of School Mental Health -- School-Based Health Centers -- "Expanded" School Mental Health Programs -- Implementation of School Mental Health (SMH) Programs -- Interconnected Systems Framework -- Effectiveness of SMH -- Students with Emotional or Behavioral Disorders: Overlap between Special Education and Mental Health Classification -- Majority of Students with EBDs do not Access Needed Services.

Negative Impact of EBDs upon Students -- Negative Impact of EBD upon Teachers -- Schools Move toward a Prevention and Early Intervention Approach -- How School Mental Health Programs Can Help -- How SMH can Strengthen Family-School-Community Partnerships to Support Students -- Transition for Students with Emotional and Behavioral Disorders -- Conclusion -- References -- Chapter 10 Research-Based Academic and Behavioral Practices in Alternative Education Settings: Best Evidence, Challenges, a... -- Alternative Educational Settings and the Students They Serve -- Self-Contained Alternative Schools -- Day Treatment and Residential Schools -- Juvenile Correctional Schools -- Evidence-Based Practice versus Best Available Evidence -- Interventions for Mathematics, Reading, and Student Behavior in AES -- Evidence for Mathematics Interventions -- Evidence for Reading Interventions -- Evidence for Interventions Addressing Student Behavior -- Implementation Challenges in Alternative Education Settings -- Community-Level Factors -- Provider Characteristics -- Intervention Characteristics -- Organizational Capacity -- Training and Technical Assistance -- Recommendations for Implementing Practices with Best Available Evidence in AES -- Recommendation 1: Improve Communication of Research -- Recommendation 2: Develop Structures to Support Implementation -- Recommendation 3: Understand Core Components and Acceptable Adaptations -- Summary -- References -- Chapter 11 Disparate Disciplinary Confinement of Diverse Students in Juvenile Corrections -- Obstructing Rehabilitation -- Method -- Data Collection Procedures -- Participants -- Data Analysis -- Results -- Time Spent in Disciplinary Confinement -- Risk of Being Placed in Disciplinary Confinement -- Frequency of Disciplinary Confinement -- Discussion -- Recommendation for Research and Practice -- Conclusion.

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