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ERIC Number: EJ1167569
Record Type: Journal
Publication Date: 2018-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2159-2020
Promoting School Psychologist Participation in Transition Services Using the TPIE Model
Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B.
Contemporary School Psychology, v22 n1 p18-29 Mar 2018
Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists' knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A