Promoting School Psychologist Participation in Transition Services Using the TPIE Model
| Autor: | Daniel B. Crimmins, Andrew T. Roach, David E. Houchins, Kris Varjas, Devadrita Talapatra |
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| Rok vydání: | 2017 |
| Předmět: |
030506 rehabilitation
Medical education Evidence-based practice Service delivery framework Education theory 05 social sciences School psychology Psychological intervention 050301 education Educational psychology General Medicine Special education 03 medical and health sciences Social skills Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION 0305 other medical science Psychology 0503 education |
| Zdroj: | Contemporary School Psychology. 22:18-29 |
| ISSN: | 2161-1505 2159-2020 |
| DOI: | 10.1007/s40688-017-0159-5 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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