The National Secondary Transition Technical Assistance Center (NSTTAC) first summarized the intervention (practice) and correlational (predictor) research in secondary transition in 2009 (i.e., Test, Fowler, et al., 2009; Test, Mazzotti, et al., 2009). An executive summary of these findings and subsequent updated literature reviews were shared online. This (2012) review provides the first summary, organized by practice, rather than skill taught.
To teach students to increase fluency, quality, and content in expository writing
This is a research-based practice for 21 students with disabilities (LD, BED,OHI, EMD, OI, MD, and ID) based on three methodologically sound single-case studies across 7 students with LD, 1 student with BED, 3 students with OHI, 2 students with EMD, 2 students with OI, 1 student with MD, and 5 students with mild ID.
To teach students to writing strategies to increase writing quality.
This is a research-based practice for 22 students with disabilities (ADHD, ED, EBD, LD, ASD, SLD, DD, and SL) based on three methodologically sound single-case studies across, 8 students with LD, 3 students with ADHD, 1 student with ED, 2 students with SLD, 4 students with EBD, 3 students with ASD, and 1 student with DD
To teach students mechanics, sentence writing, paragraph writing, story writing and editing to improve narrative writing skills.
This is a research-based practice for 9 students with disabilities (LD) based on two methodologically sound single-case studies across 9 students with LD
To teach students the skills to plan and write persuasive essays.
This is a Practice Description that is a research-based practice for students with disabilities based on one methodologically sound group experimental study with random assignment across 11 participants with disabilities or low reading ability, and three methodological sound single-case study across 26 participants with disabilities.