Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism Spectrum Disorder
Description:
Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive …
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Date:
May 2019
Creator:
Thomas, Jamie Allison
Partner:
UNT Libraries