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Credits and References
Reference this module as:
National Technical Assistance Center on Transition: the Collaborative. (2025). Using person-centered planning for transition. Masud, A., & Lattin, D. L. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
- Autism Speaks. (n.d.). The importance of person-centered planning. https://www.autismspeaks.org/tool-kit-excerpt/importance-person-centered-planning
- Brookes Publishing Blog. (2019, July 23). Notes from a person-centered planning meeting. https://blog.brookespublishing.com/notes-from-a-person-centered-planning-meeting/
- Brookes Publishing Blog. (2023, September 26). 5 steps to a successful person-centered planning meeting. https://blog.brookespublishing.com/5-steps-to-a-successful-person-centered-planning-meeting/
- Downing, J. E. (2010). Academic instruction for students with moderate and severe intellectual disabilities in inclusive classrooms (2nd ed.). Brookes Publishing.
- Furney, K. S., Carlson, N., Salembier, G., Cravedi-Cheng, L., & Blow, S. (1993). Making dreams happen: How to facilitate the MAPS process. Vermont Transition Systems Change Project, University of Vermont.
- Greene, G., Leynteng, E., McKenna, J., Miller, G., Moore, C., Shell, E., & Wallstrum, S. (2020, June). Person-centered planning manual. Portland State University, College of Education, Department of Special Education.
- Inclusion Press. (n.d.). Person-centered planning: PATH, MAPS, and circles of support. https://inclusion.com/path-maps-and-person-centered-planning/
- Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea
- KU Center on Disabilities. (2025, June 27). What is self-determination? Self-Determination. https://selfdetermination.ku.edu/
- National Center on Secondary Education and Transition (NCSET) & PACER Center. (2004, February). Parent brief: Person-centered planning: A tool for transition. University of Minnesota, Institute on Community Integration. https://www.ncset.org
- North Carolina Department of Health and Human Services. (2023). NC PCP guidance document. https://www.ncdhhs.gov/nc-pcp-guidance-document-0
- O’Brien, J., & Lovett, H. (1993). Finding a way toward everyday lives: The contribution of person centered planning. Pennsylvania Department of Public Welfare.
- O’Brien, J., & O’Brien, C. L. (1996). All my life’s a circle: Using the tools of circles, MAPS & PATH: A guide to person-centered planning. Inclusion Press.
- O’Brien, J., & O’Brien, C. L. (1998). A little book about person centered planning (2nd ed.). Inclusion Press.
- Rousey, J. G. (2023). Person-centered planning. In Otten, K. L., Boer, S. R. & Bross, L. A. (Eds.), The educator's guide to autism spectrum disorder: Interventions and treatments, for educators, by educators. Corwin.
- Ruppar, A. L., & Kurth, J. A. (2023). Equitable and inclusive IEPs for students with complex support needs: A roadmap. Brookes Publishing.
- STAR Services. (n.d.). Person-Centered Plan Facilitation Training. https://starsvcs.com/pcp/pcpfacilitator/
- Tondora, J., Croft, B., Kardell, Y., Camacho-Gonsalves, T., & Kwak, M. (2022). Five competency domains for person-centered planning (Version 2). National Center on Advancing Person-Centered Practices and Systems.
Credits and References
Reference this module as:
National Technical Assistance Center on Transition: the Collaborative. (2025). School-based mental health. Sinclair, J. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
- Center for Applied Social Technology (CAST). (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org
- Center on PBIS (2025). Positive Behavioral Interventions & Supports [Website]. www.pbis.org.
- Collaborative for Academic, Social, and Emotional Learning (CASEL). (2025). SEL 3 Signature Practices. https://signaturepractices.casel.org/
- Eber, L., Barrett, S., Perales, K., Jeffrey-Pearsall, J., Pohlman, K., Putnam, R, Splett, J., & Weist, M. D. (2019). Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide PBIS, Volume 2: An Implementation Guide. Center for Positive Behavior Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). University of Oregon Press.
- Epstein, M. H., & Sharma, J. (1998). Behavioral and Emotional Rating Scale: A strength-based approach to assessment. PRO-ED.
- Every Student Succeeds Act, Title IV, Sec. 4107. https://www.everystudentsucceedsact.org/title-iv-sec-4107-activities-to-support-well-rounded-educational-opportunities
- Flanagan, M. F., & Bumble, J. L. (2022). Mapping Assets for Postschool Success (MAPS): using digital resource mapping to enhance the transition process. TEACHING Exceptional Children, 56(4), 256-264. https://doi.org/10.1177/00400599211068143
- Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2017). Exceptional children: An introduction to special education (11th ed.). Pearson.
- Individuals with Disabilities Education Improvement Act (IDEIA), 20 U.S.C. § et. seq. 1401 (2004).
- McIntosh, K., Ty, S. V., & Miller, L. D., (2014). Effects of school-wide positive interventions and supports on internalizing problems: Current evidence and future directions. Journal of Positive Behavior Interventions, 16(4), 209-218. https://doi.org/10.1177/1098300713491980
- Seeley, J. R., Severson, H. H., & Fixsen, A. A. M. (2014). Empirically based targeted prevention approaches for addressing externalizing and internalizing behavior disorders within school contexts. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. (pp. 307-323). Guilford Press.
- U.S. Department of Education, Office of Special Education Programs. Project SIMPLE: School-Wide Inclusive Mental Health Promotion for Learning and Coordinated Community Engagement. https://blogs.uoregon.edu/simple/
- Walker, H. M. & Gresham, F. M. (Eds.) (2013). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. Guilford Press.
Credits and References
Reference this module as:
National Technical Assistance Center on Transition: the Collaborative (2025). Special interests to careers for young adults with autism. Bross, L. A. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association.
- Americans with Disabilities Act. (1990). Public Law 101-336.
- Bross, L. A., Huffman, J. M. & Hagiwara, M. (2022). Examining the special interest areas of autistic adults with a focus on their employment and mental health outcomes. Journal of Vocational Rehabilitation, 57(3), 289-305. https://doi.org/10.3233/JVR-221218
- Bross, L. A. & Travers, J. C. (2017). Special interest areas and employment skills programming for secondary students with autism. Teaching Exceptional Children, 50(2), 74-83. https://doi.org/10.1177/0040059917730846
- Caldwell-Harris, C. L., & Jordan, C. J. (2014). Systemizing and special interests: Characterizing the continuum from neurotypical to autism spectrum disorder. Learning and Individual Differences, 29, 98-105. https://doi.org/10.1016/j.lindif.2013.10.005
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- Grove, R., Hoekstra, R. A., Wierda, M., & Begeer, S. (2018). Special interests and subjective wellbeing in autistic adults. Autism Research, 11(5), 766-775. https://doi.org/10.1002/aur.1931
- Individuals with Disabilities Education Improvement Act (IDEIA), 20 U.S.C. § et. seq. 1401 (2004).
- Roux, Anne M., Shattuck, Paul T., Rast, Jessica E., Rava, Julianna A., and Anderson, Kristy, A. National Autism Indicators Report: Transition into Young Adulthood. Philadelphia, PA: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University, 2015.
- Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger syndrome. Remedial and Special Education, 28(3), 140-152. https://doi.org/10.1177/07419325070280030301.
- Workforce Innovation and Opportunity Act of 2014, P. L. 113-128, 29 U.S.C. Sec. 3101, et. seq.
Credits and References
Reference this module as:
National Technical Assistance Center on Transition (2019). Pre-employment transition services (Pre-ETS). Carlson, S. R., & Lattin, D. L. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
- Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea
- Rehabilitation Services Administration and Office of Special Education Programs. (2016). Overview and discussion of federal regulations on transition services and pre-employment transition services.
- U.S. Department of Education Office of Special Education and Rehabilitative Services (2022). Increasing postsecondary opportunities and success for students and youth with disabilities.
- WIOA Fact Sheet-Final Rules. (n.d.)
- Workforce Innovation and Opportunity Act of 2014, Pub. L. No. 113–128 (2014).
- Workforce Innovation Technical Assistance Center and TRANSCEN. (2017). CRP Pre-ETS guidebook: Strategies for community rehabilitation providers to collaborate on Pre-ETS.
Credits and References
Reference this module as:
National Technical Assistance Center on Transition: the Collaborative (2022). Community-based transition programs. Morningstar, M. E., & Carlson, S. R. [Online Training Module]. University of Kansas, Transition Coalition. www.transitioncoalition.org
Credits:
- Graphic Design: Ginny Weaver Design
- Programming: Ginny Weaver Design and ERI, Inc.
- All contents Copyright 2008 by the Transition Coalition
References:
Grigal, M., Hart, D., Papay, C., Smith, F., Domin, D., & Lazo, R. (2020). Executive Summary of the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Fast Facts, Issue No. 26. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion
Grigal, M., Papay, C., Smith, F., Hart, D., & Verbeck, R. (2019). Experiences that predict employment for students with intellectual and developmental disabilities in federally funded higher education programs. Career Development and Transition for Exceptional Individuals, 42(1), 17-28.
Carter E. W., Austin D, Trainor AA. Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities. Journal of Disability Policy Studies. 2012;23(1):50-63. doi:10.1177/1044207311414680
Lee, H., & Morningstar, M. E. (2019). Exploring predictors of community participation among young adults with severe disabilities. Research and Practice for Persons with Severe Disabilities, 44(3), 186-199.
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, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W. H., Fowler, C. H., ... & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64.
NTACT, Center for Parent Information and Resources (2020). Secondary Transition Considerations and Guiding Questions for Youth Exiting from High School. https://thinkcollege.net/resource/transition-planning/guiding-questions-for-youth-exiting-from-high-school
Parker, J. S., Amabile, A., Oliver, E., Garnes, J., & Sarathy, A. (2020). Facilitators and barriers to African American high school students' self‐determination skill expression. Psychology in the Schools, 57(8), 1289-1308.
Scott, L. A., Thoma, C. A., Gokita, T., Bruno, L., Ruiz, A. B., Brendli, K., ... & Vitullo, V. (2021). I'm Trying to Make Myself Happy: Black Students With Intellectual and Developmental Disabilities and Families on Promoting Self-Determination During Transition. Inclusion, 9(3), 170-188.
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160-181.
Wehman, P., Sima, A. P., Ketchum, J., West, M. D., Chan, F., & Luecking, R. (2015). Predictors of successful transition from school to employment for youth with disabilities. Journal of occupational rehabilitation, 25(2), 323-334.
Wilt, C. L., & Morningstar, M. E. (2018). Parent engagement in the transition from school to adult life through culturally sustaining practices: A scoping review. Intellectual and developmental disabilities, 56(5), 307-320.