Affiliations: [a] University of Oregon, Eugene, OR, USA | [b] University of North Carolina at Charlotte, Charlotte, NC, USA
Correspondence:
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Address for correspondence: Angus Kittelman, Department of Special Education, University of Oregon, Eugene, OR 9740, USA. E-mail: angusk@uoregon.edu.
Abstract: BACKGROUND:Paid and unpaid work experiences are in-school predictors of post-school employment success for students with disabilities. Unfortunately, students who engage in work-related problem behaviors are at an increased risk of having these experiences terminated. To decrease problem behaviors on the job to help ensure students maintain employment, transition personnel should work in collaboration with high school teams implementing Tier III systems of support to address social-behavior problems in the workplace. OBJECTIVE:The purpose of this article was to describe (a) how collaborative partnerships could be developed between high school teams implementing Tier III systems and secondary transition personnel supporting students in work environments, and (b) provide a conceptual model outlining the collaborative partnership. Future considerations for research and practice are discussed.
Keywords: Work-based learning, WBLE, function-based, FBA, problem behaviors, Tier III systems, school-wide positive behavior interventions and supports, SWPBIS
