(2013) three high schools social skills using other school staff in the northwest common activities in United States. work settings. Included 122 Services were treatment and 100 delivered for 3-4 control group days per week for members. 4.5 months. Table 2. Program Focal Outcomes, Evaluation Efforts and Program Effects Program Name/Citation Focal Outcomes Evaluation Efforts and Program Effects Communicating Interagency In-school outcomes Article examined focus Relationships and included better academic groups describing the first Collaborative Linkages for outcomes, better behavioral year of implementation. Exceptional Students outcomes, and greater Assignment to the (CIRCLES) satisfaction. Post-school treatment group was outcomes included higher random, so a rigorous Povenmire-Kirk et al. (2015) employment rates, higher impact evaluation might postsecondary education eventually be possible. rates, and greater independent living rates. Dual Enrollment with The program sought to The article provided Individualized Supports improve employment qualitative data describing (DEIS) Project outcomes. the implementation process and key lessons. Yamamoto et al. (2014) Maryland Seamless Key outcomes at high The article for this Transition Collaborative school exit were an open descriptive study reported (MSTC) VR case, links to employment, program postsecondary education, participation, and Luecking and Luecking paid and inclusive postsecondary participation (2015) employment, and links to outcomes at high school community rehabilitation exit for some program provider. Longer-term participants. outcomes were ongoing paid and inclusive employment and systemic transition collaboration.
(2013) three high schools in the northwest United States. Included 122 treatment and 100 control group members. social skills using common activities in work settings. Services were delivered for 3-4 days per week for 4.5 months. other school staff Table 2. Program Focal Outcomes, Evaluation Efforts and Program Effects Program Name/Citation Focal Outcomes Evaluation Efforts and Program Effects Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) Povenmire-Kirk et al. (2015) In-school outcomes included better academic outcomes, better behavioral outcomes, and greater satisfaction. Post-school outcomes included higher employment rates, higher postsecondary education rates, and greater independent living rates. Article examined focus groups describing the first year of implementation. Assignment to the treatment group was random, so a rigorous impact evaluation might eventually be possible. Dual Enrollment with Individualized Supports (DEIS) Project Yamamoto et al. (2014) The program sought to improve employment outcomes. The article provided qualitative data describing the implementation process and key lessons. Maryland Seamless Transition Collaborative (MSTC) Luecking and Luecking (2015) Key outcomes at high school exit were an open VR case, links to postsecondary education, paid and inclusive employment, and links to community rehabilitation provider. Longer-term outcomes were ongoing paid and inclusive employment and systemic transition collaboration. The article for this descriptive study reported employment, program participation, and postsecondary participation outcomes at high school exit for some program participants.
Study2_IssueBrief_01.docx