Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are accessible), then practitioners may be more likely to access less trustworthy sources for instructional strategies and materials. Therefore, the purpose of this study was to evaluate websites, identified as trust or trust with caution, to determine whether they demonstrate a level of usefulness for practitioners. Thirty websites, classified as trust and trust with caution, were reviewed for usefulness and results indicated 14 (46.7%) websites were found to be useful, nine (30%) websites were categorized as somewhat useful, and seven (23.3%) websites were determined to be not useful. Suggestions for future research and implications for practice are provided.

In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better aligns accountability systems to support states in improving results for infants, toddlers, and youth with disabilities and their families. Currently required from states, is a comprehensive multiyear State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. The purpose of this article is to describe the phases of the SSIP and provide an example of how this new accountability system is working in the Republic of the Marshall Islands (RMI). As with all other states, territories, and freely associated states, RMI is required to develop and implement an SSIP.

This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.

Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge, experiences, supports, and relationships that prepare them well for a future of flourishing in adulthood. In this article, we describe key features of high-quality transition education and illustrate some of the ways each area might be addressed remotely or at times when being present together is not possible. In addition, guidance is provided on how to ensure educators and service providers are well-prepared for their roles, as rural districts and communities seek ways to equip students and support their transitions using these new approaches.

BACKGROUND: Social skills deficits may hinder learning, terminate relationships, and impede employment. Many individuals with autism and intellectual disability experience difficulties in social judgement, emotional regulation, and interpersonal relationships, all of which can lead to disruptive and aggressive behaviors. Explicit instruction, video modeling, and video feedback are research-based practices that have been used to teach conversation skills to individuals with developmental disabilities and social impairments. OBJECTIVE: This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching conversation-initiation skills to six adults ages 18-20 with autism and intellectual disability in a post-high school transition program. METHODS: A multiple baseline across dyads design was used, with number of correct initiation responses as the independent variable. The independent variable was an intervention package including explicit verbal instruction with interspersed video modeling clips, followed by video feedback. RESULTS: All six participants acquired the skills and were able to initiate a conversation; five of them maintained these skills over time, demonstrating them without the intervention. CONCLUSIONS: Data supported a evidence functional relation between the intervention package and the participants' social initiation skills. Social validity responses indicated that participants enjoyed watching the videos of models and especially enjoyed watching the videos of themselves.

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