Relevant bibliographies by topics / Individualized Transition Plan

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Academic literature on the topic 'Individualized Transition Plan'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Individualized Transition Plan"

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Kim, Youngjun, and Kyungsook Kang. "Development of the Individualized Lifelong Education Plan Component for the Disabled: Individualized Education Plan and Individualized Transition Plan Linkage Based of Special Education." Journal of Humanities and Social sciences 21 11, no. 1 (February 28, 2020): 73–88. http://dx.doi.org/10.22143/hss21.11.1.6.

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Hopson, Betsy, Elizabeth N. Alford, Kathrin Zimmerman, Jeffrey P. Blount, and Brandon G. Rocque. "Development of an evidence-based individualized transition plan for spina bifida." Neurosurgical Focus 47, no. 4 (October 2019): E17. http://dx.doi.org/10.3171/2019.7.focus19425.

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OBJECTIVEIn spina bifida (SB), transition of care from the pediatric to adult healthcare settings remains an opportunity for improvement. Transition of care is necessarily multidimensional and focuses on increasing independence, autonomy, and personal responsibility for health-related tasks. While prior research has demonstrated that effective transition can improve health outcomes and quality of life while reducing healthcare utilization, little is known about the most advantageous transition program components/design. The individualized transition plan (ITP) was developed to optimize the readiness of the adolescent with SB for adult healthcare. The ITP is a set of clearly articulated, mutually developed goals that arise from best available data on successful transition and are individualized to meet the individual challenges, needs, and attributes of each patient and family.METHODSProspectively completed ITPs were retrospectively reviewed from June 2018 to May 2019. Demographic and disease characteristics were collected, and specific goals were reviewed and categorized.RESULTSThirty-two patients with an ITP were included. The cohort was 50% male and had a mean age of 16.4 years. For goal 1 (maximize education), the most common goal was to complete a career interest survey (44%), followed by researching application/admission requirements for programs of interest (25%), shadowing in and/or visiting a workplace (16%), and improving high school performance (16%). For goal 2 (bowel management), most patients (59%) had a working bowel program with few or no bowel accidents. Eight patients (25%) were having more than the desired number of bowel accidents and received formal consultation with a gastroenterologist. Five patients (16%) needed only minor adjustments to their bowel management regimen. Goal 3 (SB program coordinator goal) focused on documenting medical and/or surgical history for the majority of patients (66%). Other goals aimed to increase patient communication in healthcare settings or utilize available community resources.CONCLUSIONSThe authors developed an evidence-based ITP that focuses around 5 goals: maximizing education, bowel continence, and goals set by the SB clinic coordinator, parent/caregiver, and patient. Although developed for the authors’ SB clinic, the ITP concept is applicable to transition of care in any chronic childhood illness.
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Steere, Daniel, and Caroline DiPipi-Hoy. "Coordination in Transition Planning: The IEP/IPE Interface." Journal of Applied Rehabilitation Counseling 44, no. 1 (March 1, 2013): 4–11. http://dx.doi.org/10.1891/0047-2220.44.1.4.

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Effective planning for the transition of students with disabilities from school to adulthood requires coordination and collaboration among special education personnel, families, students, and adult service agency representatives. The state vocational rehabilitation agency is among the most important adult service entities that collaborate with schools for planning purposes. The special education and vocational rehabilitation systems, however, have different planning documents to guide service delivery. This article addresses the connection between the transition Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE). The components of each planning document and how they should interfacefor students in transition are reviewed. In addition, the role of the Summary of Performance (SOP) document as a connection between the IEP and IPE is discussed. Finally, challenges to effective coordination between these planning documents are addressed.
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Perryman, Twyla, Lacey Ricks, and Labrita Cash-Baskett. "Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents With Autism Spectrum Disorders." Language, Speech, and Hearing Services in Schools 51, no. 4 (October 2, 2020): 899–913. http://dx.doi.org/10.1044/2020_lshss-19-00048.

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Purpose The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their families with preparing for their future. An appreciation and awareness of pertinent assessments, functional goals, and factors associated with successful postsecondary outcomes are essential competencies that SLPs need when planning for the transition process. SLPs are ideal workforce development partners. They facilitate independence, communication, and interaction skills necessary for postsecondary and workplace success. Speech-language services are one of the most common special education services received by high school students with Individualized Education Programs. However, SLPs receive little preparation on the specifics or nuances of transition planning prior to working in the educational settings, despite the high incidence of speech-language services in secondary education. Method This tutorial reviews and synthesizes research findings related to assessment planning, goal-setting, and Individualized Education Program implementation for achieving meaningful postsecondary transitions for students with ASD. Additionally, it highlights some of the key postsecondary skillsets related to speech-language therapy services, including the development of self-determination, self-advocacy, social competence, and adaptive behaviors. Conclusion Greater focus on higher quality transition planning requires SLPs to develop high levels of knowledge and competencies in the transition planning process. This tutorial educates clinicians on the unique challenges faced by individuals with ASD and provides evidence-based strategies to help students and families successfully plan for and navigate postsecondary transitions.
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Greene, Gary. "The Emperor Has No Clothes: Improving the Quality and Compliance of ITPs." Career Development and Transition for Exceptional Individuals 41, no. 3 (June 13, 2017): 146–55. http://dx.doi.org/10.1177/2165143417707205.

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The Individuals With Disabilities Education Act of 2004 (IDEA) requires that an Individualized Education Program (IEP) for students with disabilities, age 16 years and older, include age appropriate transition assessment results aligned with measurable postsecondary goals. This section of the IEP is typically known as an Individual Transition Plan (ITP). A recent investigation found a number of ITPs did not meet the requirements of the IDEA. To support special education teachers in writing IDEA-compliant ITPs, this article presents suggestions for developing quality ITPs with specific emphasis on transition assessment. Discussion includes potential explanations for the lack of quality in presenting transition assessment results, recommendations for conducting transition assessment, transition assessment resources, and examples of quality and IDEA-compliant ITPs.
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Ryan, Catherine J., Rebecca (Schuetz) Bierle, and Karen M. Vuckovic. "The Three Rs for Preventing Heart Failure Readmission: Review, Reassess, and Reeducate." Critical Care Nurse 39, no. 2 (April 1, 2019): 85–93. http://dx.doi.org/10.4037/ccn2019345.

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Despite improvements in heart failure therapies, hospitalization readmission rates remain high. Nationally, increasing attention has been directed toward reducing readmission rates and thus identifying patients with the highest risk for readmission. This article summarizes the evidence related to decreasing readmission for patients with heart failure within 30 days after discharge, focusing on the acute setting. Each patient requires an individualized plan for successful transition from hospital to home and preventing readmission. Nurses must review the patient’s current plan of care and adherence to it and look for clues to failure of the plan that could lead to readmission to the hospital. In addition, nurses must reassess the current plan with the patient and family to ensure that the plan continues to meet the patient’s needs. Finally, nurses must continually reeducate patients about their plan of care, their plan for self-management, and strategies to prevent hospital readmission for heart failure.
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Sutherby (Bennett), Claire Michelle. "Growing a cancer survivorship care plan program." Journal of Clinical Oncology 35, no. 5_suppl (February 10, 2017): 58. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.58.

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58 Background: More than 15.5 million cancer survivors live in the United States. This number is expected to be over 20 million by 2026. Cancer survivors have increased risk of morbidity; therefore, preventive and on-going medical treatment requires close monitoring and coordination. The Institute of Medicine’s (IOM) 2005 report, Cancer Patient to Cancer Survivor: Lost in Transition, recommended health providers raise awareness of cancer survivors’ needs and establish cancer survivorship as a distinct phase of care. The IOM also recommended patients who complete primary treatment are provided a comprehensive summary and plan that is effectively explained. A survivorship care plan maps out and improves care related to accessibility of past diagnosis and treatment history, surveillance guidelines, and potential long term side effects. In 2012, the Commission on Cancer (CoC) added Standard 3.3 Survivorship Care Planto the program standards. This met the IOM’s objective of addressing potential patients that get “lost” as they transition from care they received during treatment through phases of their life or disease. Methods: The Cancer Committee within a CoC certified organization developed multiple strategies to address the IOM and CoC standards. Strategies included a process to disseminate a comprehensive care summary for cancer patients who are completing primary treatment, adoption of the American Society of Clinical Oncology’s Treatment Summary and Survivorship Care Plan template, and adding a survivorship nurse navigator to the interprofessional treatment team. The survivorship nurse navigator monitors and reviews survivorship care plans with patients, advises when to seek treatment for symptoms, discusses surveillance guidelines, navigates patients through therapies, and educates on prevention and screening. Results: Evaluation for quality of life and compliance with individualized surveillance guidelines is ongoing. Conclusions: The oncology nurse navigator role is uniquely positioned to lead care coordination and improve outcomes through the continuum of care. Providing patients with a summary of their treatment and a plan moving forward may decrease stress related to the transition from active treatment to survivorship.
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Suleman, Adam, Lynda Theoret, Pierre Bourque, Elizabeth Pringle, D. William Cameron, and Juthaporn Cowan. "Evaluation of a Personalized Subcutaneous Immunoglobulin Treatment Program for Neurological Patients." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, no. 1 (December 3, 2018): 38–43. http://dx.doi.org/10.1017/cjn.2018.363.

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AbstractBackgroundSubcutaneous immunoglobulin (SCIg) treatment has been shown to control symptoms and improve overall satisfaction in patients with neurological disorders. However, a large injection volume can be overwhelming and a barrier to successful SCIg treatment. We established a nurse-led individualized approach program to facilitate a smooth and successful treatment transition from intravenous immunoglobulin (IVIg) to SCIg. The program involved a lead nurse to provide two or more individual educational sessions on SCIg administration, establish a written transition plan, and liaise care with physicians.ObjectivesWe aimed to evaluate the impact of our program to a successful transition defined as SCIg retention or adherence without a need to restart IVIg by six or twelve months.MethodsWe reviewed medical charts of all patients with immune-mediated neuromuscular disorders who were in our program during January 2010 to Dec 2016.ResultsNineteen patients were identified. Mean IVIg treatment duration was 31.5 months (range 4-98) before the transition. Mean steady state SCIg dosage was 26.2 g/week (SD 10.3). All patients were initially able to switch to SCIg, with a retention rate of 17/19 (89.5%) at six months and 15/19 (78.9%) at twelve months. Two patients reverted back to IVIg treatment due to worsening of their symptoms at two and three months, while two required supplemental IVIg infusions. There were no major adverse events reported during the twelve-month period, but one minor cutaneous adverse event (redness around the injection site).ConclusionsSuccessful treatment transition may be achieved with the nurse led individualized approach program.
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Iseler, Jackeline, John Fox, and Kelly Wierenga. "Performance Improvement to Decrease Readmission Rates for Patients With a Left Ventricular Assist Device." Progress in Transplantation 28, no. 2 (March 20, 2018): 184–88. http://dx.doi.org/10.1177/1526924818765820.

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Background: The 30-day readmission rate for patients with a left ventricular assist device implantation at a large, urban, Midwest hospital system (from October 2013 to September 2014) was estimated at 32.1%. Problem Statement: Readmission rates were a concern at this facility. Review of the readmissions, change in practice, and home expectations of patients and families have identified an opportunity to improve the transitions of care for this left ventricular assist device (LVAD) program. Therefore, the purpose of this project was to evaluate the effectiveness and feasibility of a transitional care model (TCM) for care of patients with left ventricular devices. Methods: Ten patients were enrolled in the pilot that was implemented in June 2015. A transitional care nurse trained to support patients with ventricular assist devices was used to facilitate patient flow. The goal was to create an individualized plan for the development or improvement of self-management skills to decrease readmission rates. The transitional care nurse collaborated with the ventricular device team. Outcomes: The 30-day readmission rate during the pilot was 14.3% compared to the previous annual overall rate of 42.6%. Implications for Practice: Based on these results, further research is recommended into interventions consistent with the TCM to advance care coordination and to facilitate care transition in the this fragile patient population.
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Gaumer Erickson, Amy S., Patricia M. Noonan, Jennifer A. Brussow, and Barb J. Gilpin. "The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes." Career Development and Transition for Exceptional Individuals 37, no. 3 (March 22, 2013): 161–67. http://dx.doi.org/10.1177/2165143413481497.

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Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary education, training, and employment). This study analyzed the relationship between Indicator 13 and Indicator 14 through bivariate linear regression. The sample included student-level secondary transition data from 352 local education agencies (LEAs) in Missouri. A total of 2,123 IEP files were reviewed using a validated checklist for compliance to the IDEA transition requirements, known as Indicator 13. Indicator 14 was measured via survey responses from 4,994 high school graduates with IEPs. Results revealed statistically significant linear relationships between LEAs’ Indicator 13 compliance data and the percentage of graduates with IEPs who completed a semester of college or a career training program. Findings suggest that alternate approaches and indicators may be needed to improve postsecondary outcomes for students with and without IEPs.
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Dissertations / Theses on the topic "Individualized Transition Plan"

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Howarth, Justine Nicole. "Perceptions of Individuals with Disabilities in the Justice SystemAbout Their Transition Preparation." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5713.

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This study gathered information about adults with disabilities who were served with special education services during high school and incarcerated after high school, on their job preparation plan and explored the effects of that preparation on the individual's perception of successful transition after high school. It also investigated what, if anything, could have been done in high school to prevent their entrance or continuation in the criminal justice system. Due to the difficulty in accessing this population, only three individuals were interviewed. However, the rich information provided from this study indicated that to help them live independently and successfully transition into adulthood and avoid incarceration, they needed the following supports: more teaching of practical skills while in high school to help them have better control of their anger and emotions, and help obtaining a job of interest, that would allow financial stability and skills. This information may be beneficial to teachers developing appropriate Individualized Transition Plans. This information could allow educators to more effectively prepare their students to transition effectively and prevent them from becoming incarcerated.
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Bejma, Kate M. "The effectiveness of vocational evaluation reports in the development of individualized transition plans." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999bejmak.pdf.

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Kurtz, Alan. "A mixed methods study of the effects of family-centered transition planning on the quality of transition individualized education plans of youth with Autism Spectrum Disorders." Thesis, University of New Hampshire, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117509.

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Youth with Autism Spectrum Disorders (ASD) have typically experienced poor outcomes as they have transitioned from school to adult life. Quality school-based transition planning has been found to improve outcomes for youth with disabilities in general. This mixed-methods study was designed to examine the effects of a family- centered transition planning project on the transition Individualized Education Plans (IEPs) of youth with ASD. Thirty-nine youth with ASD and their families were randomly assigned to either an intervention group or control group. Pre- and post-intervention IEPs were collected for each youth. The IEPs were analyzed to determine differences in changes to the quality of both the overall transition IEPs and the integrated employment goals. The IEPs were also compared in an effort to determine if the change in number of IEPs with goals related to integrated employment, postsecondary education, community living and adults services were significantly different for the two groups. To further explore the contextual factors that may have contributed to differences in the effect of the intervention on IEPs, semi-structured interviews were conducted with the parents of four youth from the intervention group, including two who’s transition IEPs improved and two who’s transition IEPs did not. Both participation in the family-centered intervention and occupational status predicted improvements in the overall quality of IEPs but not in the integrated employment domain. The intervention was not found to be differentially effective for youth with varying levels of parent occupational status, self-determination, or adaptive behavior. Adult services was the only domain in which the intervention group had IEPs that improved significantly more than the control group. Although the intervention had a positive effect on the overall quality of transition IEPs, there were a number of youth in the intervention group with IEPs that did not improve or that improved only minimally. The interviews revealed a number possible contextual factors related to the families’ experiences with the overall transition process that may have contributed to the differential effectiveness of the intervention. They included the quality of the school/family relationship, the quality of school-based transition services, the flexibility and responsiveness of the school, families’ perceptions about their ability to affect change, and student membership in the school community. The limitations of this research were identified as well as recommendations for future research.

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Books on the topic "Individualized Transition Plan"

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Dlugacz, Henry A. Community re-entry preparation/coordination. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0015.

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The transition from short-term incarceration in jail or longer-term prison sentences back to the community presents substantial challenges for those with mental illness. Approximately 97 percent of all inmates return to the community. This simple reality makes it in society’s enlightened self-interest to be concerned with the readiness of these former inmates to live a productive life. The criminal justice and correctional treatment systems affect an inmate’s behavior and opportunities upon release. Successful reentry planning considers multiple interrelated issues (entitlements, housing, treatment needs, and so forth) when building an individualized plan to address them. It begins at admission (or even sentencing) and continues after release. Rather than considering incarceration to be an isolated event, reentry planning views incarceration as part of a cycle to be disrupted through targeted intervention. Correctional mental health treatment is seen as part of a continuum of care extending to the community. Reentry planning for people with serious mental illness should be a primary focus of correctional mental health care integrated into the treatment function, not an afterthought to be considered only as release is imminent. While acceptance of personal responsibility is a critical antecedent to leading a lawful life, and self-determination a fundamental principle of recovery, it is unrealistic for service providers to rely on the individual to coordinate fragmented public systems. This is the job of those funded to provide services. This chapter presents the current understanding of transition support needs and practices to optimize successful community reentry.
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Dlugacz, Henry A. Community re-entry preparation/coordination. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199360574.003.0015_update_001.

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The transition from short-term incarceration in jail or longer-term prison sentences back to the community presents substantial challenges for those with mental illness. Approximately 97 percent of all inmates return to the community. This simple reality makes it in society’s enlightened self-interest to be concerned with the readiness of these former inmates to live a productive life. The criminal justice and correctional treatment systems affect an inmate’s behavior and opportunities upon release. Successful reentry planning considers multiple interrelated issues (entitlements, housing, treatment needs, and so forth) when building an individualized plan to address them. It begins at admission (or even sentencing) and continues after release. Rather than considering incarceration to be an isolated event, reentry planning views incarceration as part of a cycle to be disrupted through targeted intervention. Correctional mental health treatment is seen as part of a continuum of care extending to the community. Reentry planning for people with serious mental illness should be a primary focus of correctional mental health care integrated into the treatment function, not an afterthought to be considered only as release is imminent. While acceptance of personal responsibility is a critical antecedent to leading a lawful life, and self-determination a fundamental principle of recovery, it is unrealistic for service providers to rely on the individual to coordinate fragmented public systems. This is the job of those funded to provide services. This chapter presents the current understanding of transition support needs and practices to optimize successful community reentry.
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Book chapters on the topic "Individualized Transition Plan"

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Individualized Transition Plan (ITP)." In Encyclopedia of Autism Spectrum Disorders, 1580–81. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1798.

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Wehman, Paul, and Staci Carr. "Individualized Transition Plan (ITP)." In Encyclopedia of Autism Spectrum Disorders, 2444–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1798.

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Wood, Chris, and Heather Dahl. "Individualized career plans: Helping youths create successful school-to-work transitions." In APA handbook of career intervention, Volume 2: Applications., 467–77. Washington: American Psychological Association, 2015. http://dx.doi.org/10.1037/14439-034.

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"Case 17 Addressing the Motor Domain Through the Individualized Education Program/Individualized Transition Plan." In Case Studies in Adapted Physical Education, 105–12. Routledge, 2017. http://dx.doi.org/10.4324/9781315136035-18.

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Ambrosetti, Marco, and Esteban Garcia-Porrero. "Specific issues with physical activity after cardiac rehabilitation." In ESC Handbook of Cardiovascular Rehabilitation, 145–50. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198849308.003.0017.

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The transition between phase II (structured, supervised) and phase III (long-term, unsupervised) cardiac rehabilitation (CR) provides an opportunity to promote regular physical activity (PA) in cardiac patients, with the aim of maintaining functional capacity and improving cardiovascular (CV) prognosis. Unfortunately, barriers at the individual and organizational/environmental level may lead to poor adherence to PA, with a consequent need for a call to action by the whole multidisciplinary CR staff. In particular, improvement of patients’ self-efficacy—defined as beliefs about one’s ability to perform a specific action—is clearly associated with better adherence to the programme. The gold standard is individualized prescription of a PA plan—type, intensity, duration, and frequency—which should be monitored and revised periodically on the basis of serial direct evaluations of cardiorespiratory fitness. If this is not available, good PA practice focusing on training intensity and volume should be recommended. In selected cases, the delivery of a long-term PA programme could be supported by digital health tools.
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