Parent Training to Promote Parent Knowledge of Transition Services

What is the practice?

Parents were trained using different methods (face-to-face/brochure, computer-aided instruction, and face-to-face) to increase their knowledge of transition requirements (writing goals, determining service, and agency supports) (Boone, 1992; Rowe & Test 2010; Young et al. 2016).

Training refers to a unit of education or instruction with a relatively low parent-to- teacher ratio, in which a single topic or a small section of a broad topic is studied for a given period of time.

The studies used to establish the evidence base for using training modules to promote parent knowledge of transition services included:

• Dramatization using local Creole, audiovisuals, and question and answer methods to teach parents the basic concept of transition planning, various components of the transition planning process, and how to contribute as major decision makers in the transition planning conference for their child (Boone, 1992)
• Using Microsoft PowerPoint and pre-recorded audio on a computer to teach parents knowledge of the transition planning process (i.e., postsecondary goals, transition services, postsecondary transition service providers; Rowe & Test, 2010).
• Description of school district and community agency transition services described in a district brochure on transition services; as well as question answer methods to assist parents in gaining an understanding of the brochure and to clarify parent questions concerning their individual child’s eligibility for services (Young et al., 2016).

Where has it been implemented?

• Urban High School
• Suburban School District
• School
• Home

Where is the best place to find out how to do this practice?

• Lesson Starter based on Rowe & Test (2010)
• The National Alliance Center at PACER which is one of the OSEP funded parent training and information centers.

References used to establish this evidence base:

• Boone, R. (1992). Involving culturally diverse parents in transition planning. Career Development for Exceptional Individuals, 15(2), 205-221. https://doi.org/10.1177/088572889201500205
• Rowe, D. A., & Test, D. W. (2010). The effects of computer-based instruction on the transition planning process. Research & Practice for Persons with Severe Disabilities, 35(3-4), 102-115. https://doi.org/10.2511/rpsd.35.3-4.102
• Young, J. Y., Morgan, R. L., Callow-Heusser, C. A., & Lindstrom, L. (2016). The effects of parent training on knowledge of transition services for students with disabilities. Career Development and Transition for Exceptional Individuals, 39(2), 79-87. https://doi.org/10.1177/2165143414549207