Effects of Transition to Adulthood on Functional Skills for Students with Disabilities

The Study

Goals: To systematically replicate the original study of Transition to Adulthood conducted in New York, and

 to evaluate the effectiveness of Transition to Adulthood on additional target skills in a novel setting.

Setting: A suburban public high school in Ohio. Data collection occurred during the regular school day in an empty school lounge to minimize distractions.

Participants: Four males between the ages of 14 to 18 years old enrolled in a self-contained class for students with moderate/severe disabilities with ASD, intellectual disability and/or multiple disabilities.

Demographics: District enrollment was approximately 16,500 students; 12% of the students in the district received special education services.

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