Promoting School Psychologist Participation in Transition Services Using the TPIE Model

Autor/inn/en	Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B.
Titel	Promoting School Psychologist Participation in Transition Services Using the TPIE Model
Quelle	In: Contemporary School Psychology, 22 (2018) 1, S.18-29 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-017-0159-5
Schlagwörter	School Psychologists; Models; Intellectual Disability; Intervention; Evidence Based Practice; Secondary School Students; Educational Theories; Program Implementation; Program Descriptions; Caseworker Approach; Change Strategies; Individualized Family Service Plans; Individualized Transition Plans + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Analogiemodell; Intellect; Disability; Disabilities; Verstand; Behinderung; Sekundarschüler; Educational theory; Theory of education; Bildungstheorie; Lösungsstrategie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01