Abstract
Welcome to the second issue of Career Development and Transition for Exceptional Individuals (CDTEI) of 2016 (39.2). We hope the year has been treating you kindly. If you are an educator, we wish you a successful end to your semester and hope that you can get some rest and relaxation during the coming summer. As you head out, take this issue of CDTEI with you to get you prepared for next year.
This issue starts with a study conducted by Skaff, Kemp, McGovern, and Fantacone that gathered information from educators and parents about Individualized Learning Plans. Results are presented for both students with and without disabilities.
In the second article, Young, Morgan, Callow-Heusser, and Lindstrom examined the effects of two parent-training approaches to increasing knowledge of transition resources. Given the sparsity of research in this area, their findings should be of interest to all.
In the third article, Uphold, Douglas, and Loseke provide results from their single-case design study that used an electronic photographic activity schedule to help students complete exercises at a community college recreation facility. The results of their study have implications for many other leisure and community recreation and employment skills.
For the fourth article, Van Laarhoven-Myers, Van Laarhoven, Smith, Johnson, and Olson provide student and parent satisfaction data from a multimedia project (MY VOICE) that taught self-advocacy and Individual Education Program (IEP) participation via technology. Their findings indicate that the project led to increased satisfaction with the IEP process.
In the fifth article, Agran, Hughes, Thoma, and Scott summarize findings from a national sample of secondary teachers about the importance of social skills in employment settings and the extent to which they taught these skills. Their findings will be of interest to anyone interested in teaching employment-related social skills.
The final article in this issue is for the new Transition in Practice section. In this article, Kittelman, Wagner, and Mazzotti describe how functional behavioral assessments can be used to develop behavior support plans for students who need them at community-based training sites. This practical process should be of interest to anyone who provides community-based training or who might teach others about the topic. We hope that this article will encourage others to submit additional practitioner-focused manuscripts for publication in the new Transition in Practice section.
As always, we thank our Consulting Editors and Guest Reviewers for their excellent work. You make our journal better.