Skip to main content
SpringerLink
Log in

Promoting School Psychologist Participation in Transition Services Using the TPIE Model

  • Tools for Practice
  • Published:
Contemporary School Psychology Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • American Association on Intellectual and Developmental Disabilities. (2011). Definition of intellectual disabilities. Retrieved from http://www.aaidd.org/content_100.cfm

  • Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: considerations for the future of school psychology. Psychology in the Schools, 50(3), 259–271. https://doi.org/10.1002/pits.21673.

    Article  Google Scholar 

  • Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56(12), 1175–1186. https://doi.org/10.1111/j.1365-2788.2011.01517.x.

    Article  PubMed  Google Scholar 

  • Caldwell, J. (2010). Leadership development of individuals with developmental disabilities in the self-advocacy movement. Journal of Intellectual Disability Research, 54(11), 1004–1014. https://doi.org/10.1111/j.1365-2788.2010.01326.x.

    Article  PubMed  Google Scholar 

  • Christenson, S. L., & Reschly, A. L. (2009). Handbook of school-family partnerships. New York: Routledge, Taylor and Francis.

    Google Scholar 

  • Clark, E., Olympia, D. E., Jensen, J., Heathfield, L. T., & Jenson, W. R. (2004). Striving for autonomy in a contingency-governed world: another challenge for individuals with developmental disabilities. Psychology in the Schools, 41(1), 143–153. https://doi.org/10.1002/pits.10146.

    Article  Google Scholar 

  • Coughlin, J., McCoy, K. M., Kenzer, A., Mathur, S. R., & Zucker, S. H. (2012). Effects of a self-monitoring strategy on independent work behavior of students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(2), 154–164.

    Google Scholar 

  • Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: a universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651.

    Article  Google Scholar 

  • Crawley, S. H., Lynch, P., & Vannest, K. (2006). The use of self-monitoring to reduce off-task behavior and cross-correlation examination of weekends and absences as an antecedent to off-task behavior. Child & Family Behavior Therapy, 28, 29–48. https://doi.org/10.1300/J019v28n02_03.

    Article  Google Scholar 

  • Cummins, R. A. (1997). Self-rated quality of life scales for people with an intellectual disability: a review. Journal of Applied Research in Intellectual Disabilities, 10(3), 199–216. https://doi.org/10.1111/j.1468-3148.1997.tb00017.x.

    Article  Google Scholar 

  • Dessemontet, R. S., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual & Developmental Disability, 38(1), 23–30. https://doi.org/10.3109/13668250.2012.757589.

    Article  Google Scholar 

  • DiPerna, J. C. & Elliott, S. N. (2000). ACES: Academic Competence Evaluation Scales. Psychological Corporation.

  • Epstein, M. H., Harniss, M. K., Robbins, V., Wheeler, L., Cyrulik, S., Kriz, M., & Nelson, J. R. (2003). Strength-based approaches to assessment in schools. In M. D. Weist, S. W. Evans, & N. A. Lever (Eds.), Handbook of School Mental Health Advancing Practice and Research. Issues in Clinical Child Psychology (pp. 285–299). Boston: Springer. https://doi.org/10.1007/978-0-387-73313-5_20.

    Google Scholar 

  • Gresham, F., & Elliott, S. N. (2008). Social skills improvement system (SSIS) rating scales. Bloomington: Pearson Assessments.

    Google Scholar 

  • Higher Education Opportunity Act, Pub. L. No. 110–315 (2008).

  • Hardman, M. L., Drew, C. J., & Egan, M. W. (2015). Human exceptionality: School, community, and family (12th ed.). Cengage: Wadsworth Publishing.

  • Harrison, P & Oakland, T. (2015). Adaptive Behavior Assessment System, Third Edition. Minneapolis, MN.

  • Huebner, S. E., & Hills, K. J. (2011). Does the positive psychology movement have legs for children in schools? The Journal of Positive Psychology, 6(1), 88–94. https://doi.org/10.1080/17439760.2010.536778.

    Article  Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004, Pub. L. 108–446 (2004).

  • Izzo, M., & Lamb, M. (2002). Self-determination and career development: Skills for successful transitions to postsecondary education and employment. A white paper for the Post-School Outcomes Network of the National Center on Secondary Education and Transition (NCSET). Retrieved from: http://www.ncset.hawaii.edu/Publications.

  • Jimerson, S. R., Sharkey, J. D., Nyborg, V. M., & Furlong, M. J. (2004). Strength-based assessment and school psychology: a summary and synthesis. California School Psychologist, 9, 9–20. https://doi.org/10.1007/BF03340903.

    Article  Google Scholar 

  • Johansson, C. B. (2003). Career assessment inventory—the vocational version (CAI). San Antonio: Pearson.

    Google Scholar 

  • Killion, W. K. (2003). Functional independence skills handbook: assessment and curriculum for individuals with developmental disabilities. Austin: PRO-ED.

    Google Scholar 

  • Kohler, P. D., Gothberg, J. E., Fowler, C., and Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. Available at www.transitionta.org.

  • Koyama, T., & Wang, H. T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: a review. Research in Developmental Disabilities, 32(6), 2235–2242. https://doi.org/10.1016/j.ridd.2011.05.003.

    Article  PubMed  Google Scholar 

  • Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: fifteen plus years later. Career Development for Exceptional Individuals, 33(3), 165–176. https://doi.org/10.1177/0885728810376410.

    Article  Google Scholar 

  • Lillenstein, D. J., Levinson, E. M., Sylvester, C. A., & Brady, E. E. (2006). School psychologist involvement in transition planning: a comparison of attitudes and perceptions of school psychologists and transition coordinators. The Journal for Vocational Special Needs Education, 29(1), 4–16.

    Google Scholar 

  • Lines, C., Miller, G. E., & Arthur-Stanley, A. (2011). The power of family-school partnering (FSP): a practical guide for school mental health professionals and educators. New York: Routledge.

    Google Scholar 

  • Lipscomb, S., Haimson, J., Liu, A. Y., Burghardt, J., Johnson, D. R., & Thurlow, M. L. (2017). Preparing for life after high school: the characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across disability groups: Full report (NCEE 2017–4018). Washington: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

    Google Scholar 

  • Mannix, D. (2009). Life skills activities for secondary students with special needs (2nd ed.). San Francisco: Jossey-Bass/Wiley.

    Google Scholar 

  • Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: what to do, what to say. Intervention in School and Clinic, 41(4), 218–227. https://doi.org/10.1177/10534512060410040401.

    Article  Google Scholar 

  • Martin, J. E., & Marshall, L. H. (1995). ChoiceMaker: a comprehensive self-determination transition program. Intervention in School and Clinic, 30(3), 147–156. https://doi.org/10.1177/105345129503000304.

    Article  Google Scholar 

  • Martin, J. E., Marshall, L. H., Maxson, L. M., & Jerman, P. L. (1996). The self-directed IEP. Longmont: Sopris West.

    Google Scholar 

  • McGreevy, P., Fry, T., & Cornwall, C. (2012). Essentials for living. Orlando: Patrick Mcgreevy, Ph.D., P.A. and Associates.

    Google Scholar 

  • Mesibov, G., Thomas, J. B., Chapman, S. M., & Schopler, E. (2007). TEACCH Transition Assessment Profile (2nd ed.). Austin: PRO-ED.

    Google Scholar 

  • Morningstar, M. E., & Benitez, D. (2013). Teacher training matters: the results of a multi-state survey of secondary special educators regarding transition from school to adulthood. Teacher Education and Special Education, 36(1), 51–64. https://doi.org/10.1177/0888406412474022.

    Article  Google Scholar 

  • Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., … Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011–3005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

  • Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477–490. https://doi.org/10.1353/etc.2012.0020.

    Article  Google Scholar 

  • Partington, J. W. (2006). The assessment of basic language and learning skills: revised. Walnut Creek: Behavior Analysts, Inc.

    Google Scholar 

  • Partington, J. W., & Mueller, M. M. (2012). Assessment of functional living skills. Torrence: WPS publishing.

    Google Scholar 

  • Pearpoint, J., Forest, M., & Snow, J. (1993a). The inclusion papers: strategies to make inclusion work. Toronto: Inclusion Press.

    Google Scholar 

  • Pearpoint, J., O'Brien, J., & Forest, M. (1993b). PATH: Planning Alternative Tomorrows with Hope—a workbook for planning possible positive futures (2nd ed.). Toronto: Inclusion Press.

    Google Scholar 

  • Powers, L. E., Turner, A., Westwood, D., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE CHARGE for the future: a controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24(1), 89–104. https://doi.org/10.1177/088572880102400107.

    Article  Google Scholar 

  • Rogan, P., Updike, J., Chesterfield, G., & Savage, S. (2014). The SITE program at IUPUI: a post-secondary program for individuals with intellectual disabilities. Journal of Vocational Rehabilitation, 40, 109–116. https://doi.org/10.3233/JVR-140673.

    Google Scholar 

  • Rojewski, J. W., Lee, I. H., & Gregg, N. (2013). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210–219. https://doi.org/10.1177/1044207313505648.

    Article  Google Scholar 

  • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Alexandria: ASCD.

    Google Scholar 

  • Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation. New York: Springer.

    Google Scholar 

  • Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2013). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733.

    Article  Google Scholar 

  • Smull, M. W., Sanderson, H., & Allen, B. (2001). Essential life planning. Annapolis: HAS Press.

    Google Scholar 

  • Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland Adaptive Behavior Scales, 2nd edition. Minneapolis, MN.

  • Staab, M. J. (1996). The role of the school psychologist in transition planning (Doctoral dissertation, University of Kansas, 1996). Dissertation Abstracts International, 58, 281.

    Google Scholar 

  • Stodden, R. A., & Whelley, T. (2004). Postsecondary education and persons with intellectual disabilities: an introduction. Education and Training in Developmental Disabilities, 39(1), 6–15 Retrieved from http://www.nytransition.com/data/a17.pdf.

    Google Scholar 

  • Stroebel, S. S., Krieg, F. J., & Christian, S. (2008). Best practices in planning for an effective transition from school to work. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology (Vol. 4, 5th ed., pp. 1581–1597). Bethesda: The National Association of School Psychologists.

    Google Scholar 

  • Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program (2nd ed.). Concord: AVB Press.

    Google Scholar 

  • Tekin-Iftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43, 249–265.

    Google Scholar 

  • Test, D. W., Fowler, C. H., Richter, S. M., Mazzotti, V., White, J., Walker, A. R., Kohler, P., & Kortering, L. (2009a). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 155–128. https://doi.org/10.1177/0885728809336859.

    Google Scholar 

  • Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009b). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181. https://doi.org/10.1177/0885728809346960.

    Article  Google Scholar 

  • Townsend-White, C., Pham, A. N. T., & Vassos, M. V. (2012). Review: a systematic review of quality of life measures for people with intellectual disabilities and challenging behaviours. Journal of Intellectual Disability Research, 56(3), 270–284. https://doi.org/10.1111/j.1365-2788.2011.01427.x.

    Article  PubMed  Google Scholar 

  • Travers, J., Tincani, M., Whitby, P. S., & Boutot, E. A. (2014). Alignment of sexuality education with self determination for people with significant disabilities: a review of research and future directions. Education and training in autism and developmental disabilities, 49(2), 232–247.

    Google Scholar 

  • Tumbull, A. P., & Turnbull, H. R. (1996). Group action planning as a strategy for providing comprehensive family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 99–114). Baltimore: Paul H. Brookes Publishing Company.

    Google Scholar 

  • Ulmer, T. P. (2005). School psychologist involvement in transition services. The School Psychologist, 59(2), 60–63 Retrieved from http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2005/04-issue.pdf.

    Google Scholar 

  • Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140–155. https://doi.org/10.1177/1044207311425384.

    Article  Google Scholar 

  • Walton, K. M., & Ingersoll, B. R. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: a review of the literature. Journal of Autism and Developmental Disorders, 43(3), 594–615. https://doi.org/10.1007/s10803-012-1601-1.

    Article  PubMed  Google Scholar 

  • Wehman, P., & Kregel, J. (2012). Functional curriculum for elementary and secondary students with special needs (3rd ed.). Austin: PRO-ED.

    Google Scholar 

  • Wehmeyer, M. L., & Field, S. (2007). Self-determination: instructional and assessment strategies. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Wehmeyer, M. L., & Kelchner, K. (1995). The arc's self-determination scale. Arlington: The Arc National Headquarters.

    Google Scholar 

  • Wehmeyer, M., Lawrence, M., Kelchner, K., Palmer, S., Garner, N., & Soukup, J. (2004). Whose future is it anyway? A student-directed transition planning process (2nd ed.). Lawrence: Beach Center on Disability.

    Google Scholar 

  • Welkowitz, L. A., & Baker, L. J. (2005). Supporting college students with Asperger’s syndrome. In L. J. Baker & L. A. Welkowitz (Eds.), Asperger’s syndrome: intervening in schools, clinics and communities (pp. 173–187). Mahwah: Erlbaum.

    Google Scholar 

  • Winn, S., & Hay, I. (2009). Transition from school for youths with a disability: issues and challenges. Disability and Society, 24(1), 103–115. https://doi.org/10.1080/09687590802535725.

    Article  Google Scholar 

  • Workforce Innovation and Opportunity Act, H.R. 803, Public Law 113–128 (2014).

Download references

Author information

Authors and Affiliations

  1. Department of Teaching and Learning Sciences, Morgridge College of Education, University of Denver, 1999 E. Evans Ave., Denver, CO, 80208, USA

    Devadrita Talapatra

  2. Department of Health Management and Policy, Georgia State University, Atlanta, GA, USA

    Andrew T. Roach & Daniel B. Crimmins

  3. Department of Counseling and Psychological Services, Georgia State University, Atlanta, GA, USA

    Andrew T. Roach & Kris Varjas

  4. Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA, USA

    David E. Houchins

Authors
  1. Devadrita Talapatra
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrew T. Roach
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kris Varjas
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. David E. Houchins
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Daniel B. Crimmins
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Devadrita Talapatra.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval of Research Involving Human Participants and/or Animals

This article does not contain any studies with human participants or animals performed by any of the authors.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Talapatra, D., Roach, A.T., Varjas, K. et al. Promoting School Psychologist Participation in Transition Services Using the TPIE Model. Contemp School Psychol 22, 18–29 (2018). https://doi.org/10.1007/s40688-017-0159-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40688-017-0159-5

Keywords

Search

Navigation