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Transition services for students with intellectual disabilities: School psychologists’ perceptions
Author(s) -
Talapatra Devadrita,
Roach Andrew T.,
Varjas Kris,
Houchins David E.,
Crimmins Daniel B.
Publication year - 2019
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22189
Subject(s) - psychology , transition (genetics) , school psychology , perception , population , special education , intellectual disability , medical education , developmental psychology , applied psychology , pedagogy , psychiatry , medicine , biochemistry , chemistry , environmental health , neuroscience , gene
For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey ( N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided.