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Transition to Adulthood

Resources and Tools References

PBS Kansas Resources and Tools for Transitioning to Adulthood

Building a Life
Adult life is complex and the journey to becoming an adult can be complicated. This website can help! Building a Life is a guide for families of young adults with disabilities who are transitioning into adult life. Building a Life can help you help young adults move toward independence. The information on this site will assist with decisions ranging from where young adults can live, to how they will make a living, manage their own health and more.

Charting the Course: Supporting the Career Development of Youth with Learning Disabilities
This guide is intended to help practitioners, administrators, and policymakers in secondary and postsecondary education programs, transition programs, One-Stop Career Centers, youth employment programs, and community rehabilitation programs improve services and outcomes for youth, ages 14 to 25, with diagnosed and undiagnosed learning disabilities.

Community Based Work Transition Program (CBWTP) – University of Kentucky
The Community Based Work Transition Program (CBWTP) is designed to provide a positive beginning in the world of work for students in special education during their last two years of high school. It serves students having a range of abilities who need personalized support exploring potential careers, pursuing challenging work experiences, maintaining employment, and seeking job advancements in their communities. The CBWTP is a cooperative effort between participating local school districts, the Kentucky Department of Education, Office of Vocational Rehabilitation, the Kentucky Department for the Blind, and the Human Development Institute at the University of Kentucky.

Going to College.org
This new website has been developed to help high school students learn about living college life with a disability. The site provides video clips, activities, and resources that can help students get a head start in planning for college. Video interviews with college students with disabilities offer a way to hear firsthand from students with disabilities who have been successful. Modules include activities that will help students explore more about themselves, learn what to expect from college, and equip them with important considerations and tasks to complete when planning for college

IDEA Partnership
http://www.ideapartnership.org/index.php?option=com content&view;=article&id;=1485&Itemid;=75
The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning.

Kansas Secondary Connections
Kansas Secondary Connections’ (KSSC) project goals are to increase knowledge and skills for Kansas Local Education Agencies (LEAs) focused on Cluster 1 indicators by assisting in implementing effective and research-based practices at classroom, program, and district levels. The KSSC makes resources, tools, training (both online and in person) available to LEAs based on various levels of support.

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Summer 2009 High School PBIS Summit
This page contains the materials and information from the 2009 High School PBIS Summit.

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) Summer 2010 High School PBIS Summit
This page contains the materials and information from the 2010 High School PBIS Summit.

National Dropout Prevention Center/Network at Clemson University
The Effective Strategies for School Improvement Series includes research-based, practitioner guidebooks based on the 15 most effective approaches to dropout prevention. The series is designed to reach a wide audience: individuals, schools, administrators, preservice teachers, and graduate students.

National High School Center at the American Institutes for Research Series of Articles

  • Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions (October, 2007)
    There are effective, research-based steps school systems can readily take to identify likely high school dropouts. Less is known about effective remedies designed to address dropout, though a variety of promising programs and interventions are available. The first step toward an effective dropout prevention strategy involves tracking and analyzing basic data on which students are showing early warning signs of dropping out. The key indicators that researchers have identified as indicative of who is most likely to drop out are poor grades in core subjects, low attendance, failure to be promoted to the next grade, and disengagement in the classroom, including behavioral problems. To be most effective in preventing dropout, school systems should focus dropout prevention efforts in the beginning of the middle grades.
  • New Hampshire’s Multi-Tiered Approach to Dropout Prevention (March, 2007)
    Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem. As a function of the New Hampshire State Department of Education’s implementation of a dropout prevention program model titled Achievement in dropout Prevention and Excellence (APEX II) which is made possible by a grant from the U.S. Department of Education, participating high schools are developing dynamic data collection systems at the school level.
  • Special Education in High School Redesign (May, 2011)
    The discussion of redesigning or reforming high schools has recently increased in fervor in anticipation of the upcoming reauthorizations of the Elementary and Secondary Education Act (No Child Left Behind [NCLB], 2002) and the Individuals with Disabilities Education Improvement Act ([IDEA], 2004); the renewed focus on preparing students for colleges and careers (U.S. Department of Education, 2010); the adoption of the recently released Common Core State Standards (Council of Chief State School Officers and National Governors Association, 2010a, 2010b); and recent federal initiatives that promote high school improvement, such as the School Improvement Grants and the High School Graduation Initiative.

New York Times: Autistic and Seeking a Place in an Adult World

Justin Canha, a young artist with autism, prepares for life as an independent adult. Links to special features with Mr. Canha and his art can be found in the article text.

On-Campus Outreach – University of Maryland School of Education
On this site you will find articles, fact sheets, on-line training modules, contacts for programs in Maryland, and related websites on serving students with intellectual disabilities in post-secondary settings who still receive special education services in public schools. Be sure to check out "Resources" and "Training and Support" on this site.

Opening Doors to Self-Determination Skills: Planning for Life After High School
This handbook, created for students, school counselors, teachers, and parents, is presented by the Wisconsin Department of Public Instruction. Students leave high school and go in many different directions. Some choose to go right into the workforce (see Opening Doors to Employment); still others go on to post-secondary education (see Opening Doors for Postsecondary Education and Training). It is important to begin planning early for whatever path you choose. Regardless of which option you choose, you must identify the skills and support you will need to reach your goals. The handbook provides valuable information to help students with disabilities take another step in preparing for life after high school.

PBIS at All Three Tiers: Does it Really Make a Difference?

This is the presentation given by collaborators from Somersworth High School & Career Technical Center and the Institute on Disability at the University of New Hampshire during the 4th Annual APEX II Summer Institute.

PBIS, Dropout Prevention, and High School Reform: New Hampshire’s APEX II Project
PowerPoint Slides in PDF
This is the presentation given JoAnne Malloy, Jonathon Drake, Maureen Tracey, and Kathy Francoer at the 8th International Conference on Positive Behavior Support in Denver, Colorado in March, 2011.

Positive Behavior Support for Job Coaches
The job coach is a professional figure facilitating work integration for people with disabilities. The job coach may work with children age 14 through adult. Some job coaches are employees of local education agencies and some are hired as employees for the adult work force. For those children under 22, a job coach facilitates compliance with the Individuals with Disabilities Education Act (2004).

RENEW II: A Capacity-Building Project to Provide Secondary Transition Services for Youth with Emotional and Behavioral Disorders at the University of New Hampshire
The RENEW II Capacity Building project provides training to staff members in the children’s programs in seven community mental health centers across the state to provide the RENEW (Rehabilitation for Empowerment, Natural Supports, Education, and Work) secondary transition model to 85 youths with emotional and behavioral disorders. The project includes training, coaching, mentoring, and systems support services to the participating mental health centers and staff.

Transition Coalition: Ages 18-21 Program Search
Community-based transition programs are developed by public school systems but located in age-appropriate settings for students who are ages 18-21. The purpose of 18-21 programs is to provide intensive transition experiences and training in real-life settings. An important feature of 18-21 programs is that the students do not go to a high school building on a daily basis; instead, they spend their entire day in community-based settings.

Transition to College
This page, sponsored by the Postsecondary Education Research Center (PERC) project provides information and resources on college options for students with intellectual disabilities.

Transition to Independence Process (TIP) System
TIP model is considered to be an evidence-supported practice based on six published studies that demonstrate improvement in real-life outcomes for youth and young adults with emotional/behavioral difficulties (EBD).

Understanding the Role of Transition within RTI in Secondary Schools

This is the presentation given by Mary Morningstar at a Transition Coalition event in Hershey, Pennsylvania, in January 2011.

Youth on the Move: A Roadmap for Transition – Institute for Community Inclusion, University of Massachusetts

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PBS Kansas references related to Transitioning to Adulthood

  • Bohanon, H., Eber, L., Flannery, B., & Fenning, B. (2007). Identifying a roadmap of support for secondary students in: School-wide positive behavior support applications. International Journal of Special Education, 22(1), 39-60.

  • Bohanon, H., Flannery, K. B., et al. (2009). Utilizing positive behavior supports in high school settings to improve school completion rates for students with high incidence conditions. Exceptionality, 17(1), 30-44.

  • Bullis, M., Moran, T., et al. (2002) Description and evaluation of the ARIES project. Achieving Rehabilitation, Individualized Education, and Employment success for Adolescents with Emotional Disturbance. Career Development for Exceptional Individuals, 25(1), 41-58.

  • Carr, E.G. (1997). The evolution of applied behavior analysis into positive behavior support. Journal of the Association for Persons with Severe Handicaps, 22(4), 208-209.

  • Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16.

  • Carr, E.G., (2007). The expanding vision of positive behavior support; research perspectives on happiness, helpfulness, hopefulness. Journal of Positive Behavior Interventions 9(1).

  • Cheney, D., Hagner, D., Malloy, J., Cormier, G., & Bernstein, S. (1998). Transition services for youth and young adults with emotional disturbance: Description and initial results of Project RENEW. Exceptional Children, 21(1), 17-32

  • Cheney, D., Lynass, L., Flower, A., Waugh, M., Iwaszuk, W., Mielenz, C., Hawken, L., (2010). The check, connect, and expect program: A targeted, tier 2 intervention in the school wide positive behavior support model. Preventing School Failure 54(3).

  • Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.

  • Dunlap, G., Sailor, W., Horner, R.H., & Sugai, G. (2009). Overview and history of positive behavior support. In G. Sugai, R. Horner, G. Dunlap, & W. Sailor (Eds.). Handbook of positive behavior support (pp.3-5). New York: Springer.

  • Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A. W., & Watson, J. (2007). Check in/ Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools. Education and Treatment of Children, 30, 69-84

  • Horner, R. H., Sugai, G., & Anderson, C. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1–16.

  • Horner, R.H., Sugai, G., Todd, A.W., and Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L.M. Bambara and L. Kern (Eds.), Individualized supports for students with problem behaviors (pp. 359-390). New York: Guilford Press.

  • Individuals with Disabilities Education Improvement Act, 20 U.S.C. (2004a).

  • Individuals with Disabilities Education Improvement Act, Part B Regulations, 34 C.F.R. §300.530-536 (2004b).

  • Johnson, K. (2010). A holistic approach to supporting the transitions of high school students with emotional and behavioral disabilities. Focal Point: Youth, Young Adults, and Mental Health Transition to Adulthood, (24) 1.

  • Kennedy, C.H., Long, T., Jolivette, K., Cox, J., Jung-Chang, J., & Thompson, T. (2001). Facilitating general education participation for student with behavior problems by linking positive behavior supports and person-centered planning. Journal of Emotional & Behavioral Disorder, 9(3), 161-172.

  • Lane, K. (2007). Identifying and supporting students at risk for emotional and behavioral disorders within multi-level models: data driven approach to conducting secondary interventions with an academic emphasis. Educational and Treatment of Children, 30(4), 135-164.

  • Lane, K. L. & Carter, E. W. (2006). Supporting transition-age youth with and at risk for emotional and behavioral disorders at the secondary level: A need for further inquiry. Journal of Emotional and Behavioral Disorders, 14(2), 66-70.

  • Lewis, T. J., Jones S., et al. (2010). Schoolwide positive behavior support and students with emotional/behavior disorders: Implications for prevention, identification and intervention. Exceptionality, 18(2), 82-93.

  • Lewis-Palmer, T., Bounds, M., & Sugai, G. (2004). District-wide system for providing individual student support (invited special issue). Assessment for Effective Instruction, 30, 53-66.

  • Michaels, C., & Ferrara, D. (2006): Promoting Post-School Success for All: The Role of Collaboration in Person-Centered Transition Planning. Journal of Educational and Psychological Consultation, 16(4), 287-313.

  • OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports. (2009). What is School-Wide Positive Behavioral Interventions & Supports? Retrieved from SW-PBIS website.

  • Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. (2008). Factors influencing the self- determination of transition-age youth with high incidence disabilities. Career Development for Exceptional Individuals, 31(2),115-125.

  • Powers, K., Hagans-Murillo, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A.VanDerHayden, & M. Burns Handbook of responsiveness to intervention: The science and practice of assessment and intervention. New York: Springer.

  • Sailor, W., Dunlap, G., & Horner, R. H. (2009). Overview and history of positive behavior support (Eds.), Handbook of positive behavior support. New York: Springer.

  • Scott, T. M., Alter, P. J., Rosenberg, R., & Borgmeier, C. (2010). Decision-making in secondary and tertiary interventions of school-wide systems of positive behavior support. Education and Treatment of Children, 33(4), 513-535.

  • Scott, T. M., Nelson C.M., Liaupsin, C. J., Jolivette, K., Christle, C. A., & Riney, M (2002). Addressing the Needs of At-Risk and Adjudicated Youth through Positive Behavior Support: Effective Prevention Practices. Education & Treatment of Children 25(4).

  • Scott, T.M., Alter, P., Rosenburg, M. & Borgmier, C., (2010). Decision-making in Secondary and tertiary interventions of school-wide systems of positive behavior support. Education and Treatment of Children 33(4), 513-535.

  • Scott, N., Eber, L., Malloy, J., & Cormier, G. (2005). Inten¬sive comprehensive level of support for high school stu¬dents. In H. Bohanon-Edmonson, B. Flannery, G. Sugai, & L. Eber (Eds.), School-wide PBS in High Schools [Monograph].

  • Wagner, M., & Davis, M. (2006). How are we preparing students with emotional disturbances for the transition to young adulthood? Findings from the National Longitudinal Transition Study-2. Journal of Emotional and Behavioral Disorders, 14, 86-98.

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