Autistic adolescents often report lower school connectedness and experience disparate transition outcomes, yet educators face constraints that limit their access to and implementation of evidence-based practices in inclusive high school settings. This paper centers autistic student and teacher perspectives on the social validity of the evidence-based Self-Determined Learning Model of Instruction (SDLMI), Peer Supports (PS), and a combined SDLMI + PS model evaluated in the Propel Project, a cluster-randomized trial in high schools across three states. Using a convergent mixed-methods design, we integrated survey ratings with qualitative data from student and teacher interviews, open-ended responses, and coaching documentation to examine acceptability, feasibility, and understandability of these evidence-based practices alongside key implementation determinants. Overall, participants described the interventions as worthwhile and linked them to meaningful benefits, including progress toward goals, increased confidence and self-advocacy, and improved peer connections and classroom belonging. However, findings also highlighted persistent barriers to adoption and sustainment in real school conditions, including competing demands, disruptions to routines, limited system-level reinforcement, and variability in how well materials and peer interaction structures sometimes matched students' preferences and needs. Results point to the importance of implementation supports that protect time, reduce adaptation burden, and promote flexible, student-aligned delivery to sustain evidence-based practices in high school contexts.
This scoping review examines the existing literature on interventions designed to teach independent living skills to preschool and elementary-aged students with intellectual and developmental disabilities. The review included 42 studies from six databases published between 2000 and 2024. The most frequently addressed skills were dressing, hygiene, cooking, and cleaning. The most common evidence-based practices used in interventions were prompting, reinforcement, task analysis, and visual supports. Most interventions took place in school settings and were implemented by researchers. While the majority of studies reported a positive effect on their respective dependent variables, few addressed long-term outcomes or transition to adulthood. The review identified a gap in research that explores the early implementation of transition instruction on independent living skills in preschool and elementary-age students with disabilities. The findings suggest a need for more research on scaffolding advanced independent living skills, using technology and environmental materials to optimize practices, and expanding interventions into home and community settings with family involvement. Future research should also examine the benefits of early transition-focused instruction and its impact on post-school outcomes. These efforts can improve the quality of life of students with disabilities by better preparing them for a successful transition to adulthood.
The use of evidence-based assessments is an important part of the transition-planning process for high school students with disabilities. However, few assessments inform vocational decision-making. The Vocational Fit Assessment (VFA) and VocFit data reports inform such decisions by providing an integrated assessment of worker abilities and job demands. There is a need to explore VFA and VocFit utility. This mixed-methods convergent parallel study surveyed professional users (e.g., teachers, job coaches, therapists, administrators) of the VFA and VocFit data reports ( N = 104). Deductive thematic analyses were used to identify themes in open-ended responses, which were integrated with quantitative results from Likert-type responses. More than 90% of participants agreed the VFA was appropriate, accessible, and acceptable for supporting transition to employment. Participants commented that VocFit data reports provide visualizations that make sharing data easy. Approximately 90% of participants found the VFA and VocFit data reports relevant and effective; many offered suggestions for improvement. Roughly 80% agreed that the VFA and VocFit data reports were practicable, indicating a need to clarify administration materials. The study supports the clinical utility of the VFA and VocFit data reports and identifies several areas to improve the tools, including changes to VFA items and the rating scale to enhance usability. Qualitative data revealed that users may not use the tools as intended, further emphasizing the need for greater implementation fidelity to maximize benefits for young adults in transition to employment.
Effective transition planning during secondary school can help students with disabilities move into postsecondary education, employment, and independent living. Yet the effectiveness of this planning from students’ own perspectives remains poorly understood. The purpose of this scoping review was to identify and summarize peer-reviewed studies on postsecondary transition planning from the perspectives of students with disabilities. Following PRISMA-ScR guidelines, 26 empirical studies were reviewed, with findings organized into four domains: (a) postsecondary education, (b) employment, (c) independent living, and (d) overall transition planning. Across domains, studies emphasized the importance of self-determination, the prevalence of generic or late-starting transition plans, the need to address diversity factors, and the role of physical activity. Findings highlight the value of person-centered planning in capturing students’ interests, strengths, and communication preferences. Future research should directly involve students through participatory action projects or advisory panels to better incorporate their perspectives and refine transition services.
Research supports that strong interagency collaboration between state-federal vocational rehabilitation systems and schools improves post-secondary outcomes for students with disabilities. However, there are noted challenges that occur within collaborative alliances that impact the effectiveness of collaborative employment-focused transition services. Collaboration theory offers new insights into interagency collaboration and overcoming barriers. An exploratory qualitative study surveyed vocational rehabilitation counselors from a state agency to describe their collaboration process in providing school-to-work transition services. Three themes—Structure, Coping Capacity, and Interpersonal Relationship—were developed. Findings support the importance of clear roles, trust among collaborators, and the negative impact of staff shortages, aligning with previous research. Policy and practice implications, as well as future research directions, are discussed.
