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Zarrow Institute Current Research Projects

TAGG-A: Developing, Validating, and Disseminating a New Secondary Transition Assessment for Students with Significant Cognitive Disabilities Taught to Alternative Achievement Standards

Funding Source: U.S. Department of Education, Institute for Education Sciences

The Transition Assessment and Goal Generator-Alternate (TAGG-A) is a web-based transition assessment specifically designed for transition-aged students with extensive support needs.

TAGG-A addresses the need for valid and reliable research-based assessments for students with significant support needs. New constructs and items unique to behaviors that research and theory have identified as being associated with and predictive of post-school outcomes for this group of students. Similar to TAGG-HS and TAGG-MS, TAGG-A will assess skills and experiences related to high school transition readiness and postschool success through an evidenced-centered design process using universal design for learning principles.

TAGG-A will consist of three versions: TAGG-AS (for students), TAGG-AF (for families), and TAGG-AP (for special education professionals).

TAGG-A is in the finalization phase of development and is anticipated to be released in early 2021. Upon its release, TAGG-A will be available on the TAGG website.

 


 

TAGG-MS: Development and Validation of the Transition Assessment and Goal Generator (TAGG) for Middle School Students with Disabilities

Funding Source: U.S. Department of Education, Institute for Education Sciences

The Transition Assessment and Goal Generator-Middle School (TAGG-MS) is a web-based transition assessment specifically designed for middle school students with a disability (estimated ages ranging from 11 to 15 years across grades 6, 7, and 8) who ultimately desire to be competitively employed and/or attend further education following high school.

TAGG-MS addresses the need for valid and reliable research-based assessments for students who begin transition planning earlier than the federally required age. New constructs and items unique to this group of students will be identified. Similar to TAGG-HS and TAGG-A, TAGG-MS assesses skills and experiences related to high school transition readiness and postschool success.

TAGG-MS will consist of three versions: professional, student, and family.

An exhaustive review of current literature is currently being conducted, and TAGG-MS will be constructed and validated in the near future. Upon its release, TAGG-MS will be available on the TAGG website.

 


 

Leading Teams for Transition

Funding Source: U.S. Department of Education, Office of Special Education Programs

The goal of this project is to recruit, train, support, and prepare the leaders of Institutes of Higher Education (IHE) to prepare educators and to conduct research in transition knowledge and skills, evidence-based transition practices, and effective participation on interdisciplinary teams.

This grant leverages faculty experience in transition, current graduate-level transition content, and university, state, and national partnerships to prepare future IHE leaders to address the gap in transition-focused educator preparation and research. The partnership between the Universities of Arkansas and Oklahoma allow for shared expertise and research resources across the Universities, collaborative experiences for scholars related to transition with state partners and supports and opportunities for local partners.

 


 

Secondary ABA Transition Education Scholars

Funding Source:  U.S. Department of Education, Office of Special Education Programs

The goal of this project is to increase the quantity and quality of transition education knowledgeable personnel to address the shortage of secondary special education professionals in Oklahoma and surrounding states. The Program will recruit and prepare a total of 40 scholars to obtain either a Master of Special Education degree from the OU Department of Educational Psychology or a Master of Social Work from the OU Anne and Henry Zarrow School of Social Work. Scholars in both degree programs can also apply for and receive a Graduate College certificate for Secondary Strategies for Students with Disabilities which requires coursework in both Special Education and Social Work.

Six secondary special education teachers and four social work students who want to learn more about secondary transition practices will be recruited each year for four years beginning in 2020. Each Scholar selected will receive a fellowship to cover costs associated with tuition, fees, books, and education expenses. A $1,000 travel award will be provided for a maximum of two years to enable Scholars to attend and become involved with professional organizations in their field.