Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment and Goal Generator. (May 2018)

• Record Type: Journal Article
• Authors: Burnes, Jennifer J.; Martin, James E.; Terry, Robert; McConnell, Amber E.; Hennessey, Maeghan N.
• Is Part Of: Career development and transition for exceptional individuals. Volume 41:Number 2(2018)
• Page Start: 111
• Page End: 121
• Publication Date: 2018-05
• Subjects: secondary-aged students with disabilities -- transition assessment -- predictive validity -- relation to other variables validity evidence -- nonacademic student behaviors -- postsecondary education outcomes -- postsecondary employment outcomes; Exceptional children -- Vocational education -- United States -- Periodicals; 371.95
• DOI: 10.1177/2165143417705353
• Languages: English
• ISSNs: 2165-1434

Abstract

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the Transition Assessment and Goal Generator (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning.