Planning successful transitions from school to adult roles for youth with disabilities.

This article provides a conceptual model and review of the effectiveness of approaches for providing transition education and planning services for youth with disabilities. The model incorporates four approaches: skills training, prevocational/ vocational guidance, a client-centered approach, and an ecological/experiential approach. The model links these approaches to commonly used transition strategies, which reflect the personal, person-environment, and environmental levels of intervention. The model specifies the short-term goals addressed by the approaches and strategies and links these to the long-term outcome of multifaceted role engagement. Evidence for the effectiveness and utility of the identified approaches is reviewed. Recommendations are made for best practices in the delivery of transition education and planning services, for research, and for clinical practice. [ABSTRACT FROM AUTHOR]