Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities Post-school outcomes for individuals with disabilities have been persistently poor. The Bureau of Labor Statistics (2014)  found only 18% of individuals with disabilities were active in the labor force, and Newman et al. (2011)  found only 41% have completed a post-secondary education program. Research in secondary transition has identified 64 ... Article
Article  |   September 27, 2016
Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities
Author Affiliations & Notes
  • Bradley S. Stevenson
    University of North Carolina Charlotte, Charlotte, NC
  • Perry F. Flynn
    Department of Communication Sciences and Disorders, University of North Carolina Greensboro, Greensboro, NC
  • David W. Test
    Department of Special Education and Child Development, University of North Carolina Charlotte, Charlotte, NC
  • Disclosures Financial: Bradley S. Stevenson is a graduate research assistant at University of North Carolina Charlotte. Perry F. Flynn is a professor in the academic professional track in the Department of Communication Sciences and Disorders at the University of North Carolina Greensboro. David W. Test is a professor in the Special Education Program at University of North Carolina Charlotte.
    Disclosures Financial: Bradley S. Stevenson is a graduate research assistant at University of North Carolina Charlotte. Perry F. Flynn is a professor in the academic professional track in the Department of Communication Sciences and Disorders at the University of North Carolina Greensboro. David W. Test is a professor in the Special Education Program at University of North Carolina Charlotte.×
  • Nonfinancial: Bradley S. Stevenson has no nonfinancial interests to disclose. Perry F. Flynn and David W. Test have previously published in this topic area, some of these works are cited in this manuscript. Some of this information will be presented as a poster presentation at the American Speech-Language-Hearing Association Annual Convention, 2016.
    Nonfinancial: Bradley S. Stevenson has no nonfinancial interests to disclose. Perry F. Flynn and David W. Test have previously published in this topic area, some of these works are cited in this manuscript. Some of this information will be presented as a poster presentation at the American Speech-Language-Hearing Association Annual Convention, 2016.×
Article Information
School-Based Settings / Part 2
Article   |   September 27, 2016
Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities
Perspectives of the ASHA Special Interest Groups, September 2016, Vol. 1, 47-62. doi:10.1044/persp1.SIG16.47
History: Received May 17, 2016 , Accepted July 3, 2016 , Revised July 7, 2016
Perspectives of the ASHA Special Interest Groups, September 2016, Vol. 1, 47-62. doi:10.1044/persp1.SIG16.47
History: Received May 17, 2016; Accepted July 3, 2016; Revised July 7, 2016

Post-school outcomes for individuals with disabilities have been persistently poor. The Bureau of Labor Statistics (2014)  found only 18% of individuals with disabilities were active in the labor force, and Newman et al. (2011)  found only 41% have completed a post-secondary education program. Research in secondary transition has identified 64 practices that are effective with and 16 predictors that improve the post-school outcomes for this population. Many of these are compatible with the services speech-language pathologists (SLPs) provide. This article reviews the evidence-based practices and predictors relevant to SLPs by defining, describing, and providing examples of how to use them.

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