Young Adults with Behavioral Disorders—Before and after IDEA:

The adult adjustment of individuals labeled as having behavioral disorders (BD) while in high school has been a focus of research over the past decade (Carson, Sitlington, & Frank, 1995; Edgar, 1988; Edgar & Levine, 1987; Frank, Sitlington, & Carson, 1991; Neel, Meadows, Levine, & Edgar, 1988). These research studies, which utilized multidistrict or statewide samples, indicated that individuals with BD, in general, had nominal levels of success in making the transition from adolescence to young adulthood. Findings included low employment rates and small proportions of individuals attending postsecondary education or training programs. The National Longitudinal Transition Study (NLTS; Blackorby & Wagner, 1996; Wagner & Blackorby, 1996; Wagner, Blackorby, Cameto, & Newman, 1993; Wagner, D'Amico, Marder, Newman, & Blackorby, 1992; Wagner et al., 1991), which was designed to gain a national perspective on the adult adjustment of individuals who received special education services while in high school, included a subsample of individuals classified as BD (emotionally disturbed). Findings reported in the NLTS were similar to those reported in previous investigations. For example, of youths with BD who had been out of school for less than 2 years, only 41% were competitively employed, and only 17% had received some type of postsecondary education. Only 12% were living independently, with 80% of the young adults still living with family members. Transition Planning and Implementation Will (1984) introduced the concept of transition planning that focused on developing procedures for helping youths with disabilities move from school to employment. This concept was given further support by a number of follow-up studies (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985; as well as some cited above) that appeared in the special education literature and reported serious concerns about the status of young adults with disabilities, particularly in the area of employment. In 1990 the U. S. Congress passed the Individuals with Disabilities Education Act (IDEA), which mandated that the individualized education program (IEP) for each student receiving special education services include a statement of needed transition services beginning no later than age 16, and at age 14 or younger when appropriate. This legislation broadened the concept of transition services to include instruction, community experiences, development of employment and other postschool adult living objectives, and acquisition of daily living skills and functional vocational evaluation when appropriate. In October 1991 the state of Iowa was awarded one of the first Statewide Systems Change Grants. Prior to the receipt of this grant, a number of statewide, regional, and local initiatives had been undertaken. In 1987 the Iowa Transition Initiative, an interagency body, developed the Iowa Transition Model (ITM). This model recommended a sequence for transition planning activities in 10 content areas pertaining to adult life. At the same time, each of the 15 intermediate educational units, or area education agencies (AEAs), in Iowa organized transition advisory boards, which were interagency bodies including parents, adult providers, and school-based personnel. The role of these boards varied slightly across geographic areas, but a common purpose was to provide input into transition planning and implementation procedures and to facilitate interagency input into the transition process. In addition, each AEA established a transition coordinator position. The duties of this professional included (a) working closely with the students, families, school personnel, and adult providers in developing and implementing transition planning procedures and sequences and (b) providing training and assistance to those involved in transition planning. It is difficult to quantify the effect of these and other efforts on the transition planning and implementation process. …