The Post-School Outcomes Transition Survey: A Tool for Effective Decision Making?

Autor/inn/en	Eaves, Ronald C.; Rabren, Karen; Hall, George
Titel	The Post-School Outcomes Transition Survey: A Tool for Effective Decision Making?
Quelle	In: Assessment for Effective Intervention, 38 (2012) 1, S.30-39 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412452751
Schlagwörter	Disabilities; Factor Analysis; Decision Making; Test Validity; Transitional Programs; Developmental Studies Programs; Outcomes of Education; Accessibility (for Disabled); Graduate Surveys; Normalization (Disabilities); Predictor Variables; Special Education; Program Effectiveness; Secondary School Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Faktorenanalyse; Decision-making; Entscheidungsfindung; Testvalidität; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lernleistung; Schulerfolg; Accessibility; Zugänglichkeit; Normalisierung; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler
Abstract	This study investigated the validity of the "Post-School Outcomes Transition Survey" (PSOTS). The PSOTS was designed to ascertain whether individuals who received special education services in secondary school have obtained postschool employment or have enrolled in postsecondary education or training within 1 to 2 years of exiting high school. The PSOTS also attempts to obtain continuous scores for transition program services provided to students while they were enrolled in secondary school. Two representative data sets of PSOTS respondents (Year 2004, n = 539, and Year 2005, n = 415) were employed to validate the PSOTS via exploratory factor analysis. A total of 16 salient factors were supported, 8 of which were regarded as "postschool outcome dimensions" with 8 construed as "in-school program dimensions." Because the factors represent robust, continuous measures of transition constructs, they can be used to link transition practices to postschool outcomes through experimental research as suggested by Test, Fowler, et al. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10