1. Jim Martin, Kendra Williams-Diehm, & Amber McConnell
Evolution of a Graduate Degree Program: Combining Transition and ABA to Better Student Post-School Outcomes
Jim Martin, Kendra Williams-Diehm, & Amber McConnell

2. Agenda Oklahoma Problems
Initial Sooner Scholar and Transition Scholar OSEP Programs and Results
Second Round of Doctoral and Master Transition Oriented OSEP Funded Programs and Results So Far

3. Problems In Oklahoma and SW US

4. Implementation and Capacity Issues
 Poor Transition Implementation in State and SW US 
Very Low Indicator-13 Scores When Files Actually Examined
 In-Service Educators and Administrators Know Little to Nothing About Transition and Effective Transition Education Practices
 Only one SPED Teacher Prep. Program Included a Transition Course in the Required Sequence of Courses

5. National Perspective 
Majority of educators do not know how to effectively implement transition requirements (Blalock et al., 2003)
Promotion of transition and self-determination is linked to successful post-school outcomes
Only 35% of the top-rated special education programs require a stand-along course in transition education for teaching licensure (Williams-Diehm, Rowe, Johnson, in press)

6. Predictors of Becoming a Professor
 Being full-time doctoral student is a strong predictor of doctoral graduates becoming higher ed professors
PROBLEM: Over 95% of OU doctoral students attended part-time and none focused on transition
 Receiving support and mentoring
 PROBLEM: Very few to no OU doc students received stipend and tuition/fee waiver support
Doctoral Issues

7.  Pay so low teachers have no discretionary funds left to obtain a master's degree.
Low pay makes paying back student loans very difficult
 NO transition education sequence existed in the program
 NO model transition programs for students to observe
Master Degree Issues

8.  Solution One
 Most doctoral graduates stay in state or other close states
 Create doctoral transition specialty track 
Students Learn and Research Transition Education
Students Learn to Teach Transition Education Concepts and Practices
 Solution
Obtain OSEP Doctoral Leadership Grant focusing on transition. Had to do this first to establish core of leaders.

9.  Solution Two
 Need special educators who make transition education practice a priority
 Need instructional transition education Leaders at state and district offices (OSDE, Rehab, and Districts)
 Need a means to cover master students' tuition and fees and incidental expenses
 Solution: Obtain OSEP Personnel Prep Grant

10.
Sooner Scholars: Preparing Doctoral Students Who Are Native American, Hispanic, and African American for Higher Education Positions with an Emphasis on Transition, Self- Determination, and Applied Research
2012 – 2016
Secondary Transition Education Scholars – Master’s Degree Leadership Grant
Thanks to U.S. Department of Education, Office of Special Education Programs

11. Sooner Scholars - Doctoral (2006 - 2010)
Components
Full-tuition and fees
 Meaningful stipend
 Conference expenses
 Offices and support at the OU ZC
 Focus on Transition Education
Benefits
 Created Transition Sequence
 Focused energy on transition programming and research
 Other students came to study full-time

12. Sooner Scholar Results
 11 Admitted 
7 initially & 4 later
 7 obtained Ph.D and completed transition focused dissertations
 4 went into higher education
 2 went into public education (state or district)
1 became private publishing company researcher
Collateral Benefits
 4 additional students joined "cohort" 
All 4 obtained Ph.D and did transition dissertations
 2 went into higher ed
1 went into district research office
1 went into private sped research agency

13. Sooner Scholar Capacity Building Results
Sooner Scholars (Doctoral) Became
 OU Transition Researcher and Instructor
 OU Health Sciences Center Professor Focusing On Transition
 Professor Established New Required Transition Course
 Professor and Department Chair
 District Transition Specialist 

14. Transition Education Master Degree Scholar Outcomes 2012 - 2016
 5 annual cohorts of 8 to 9 students (43 total)
Target: 40 graduates, 39 finished 
 4 did not complete for various reasons: 39 will finish
 7 became OU doctoral students studying transition
Collateral Benefits
 Created Graduate Transition Education Certificate
 Created Master Degree Specialty Area in Transition
 None funded students enrolled
 Several Transition Scholars became doctoral students

15. Transition Capacity Building Results
Transition Scholars Became
 OSDE Transition Coordinator
 Rehab Transition Coordinator
 District Transition Coordinators
 District Secondary SPED Supervisor
 District Transition Specialist in Instructional Roles

16. Continued Problems In Implementing Transition in Oklahoma and SW US

17. Summary of Issues OSEP Dinged Oklahoma for Classroom Management Issues
 Lack of Specific Instruction of Critical Transition Skills by Previous Graduates
 Too Many Sooner Scholar Doctoral Graduates Did NOT Go Into Higher Education
Lack of transition education capacity at initial and graduate levels
Still insufficient knowledge about transition at school and university levels

18. SOLUTION Continue and Expand Emphasis Area to Transition and ABA
Secondary ABA Transition Education Scholars (2016 – 2021): Preparing Master-Level Graduates to Serve Secondary Students with Disabilities through Applied Behavior Analysis #H325K150210 
Doctoral ABA Transition Scholars (2016 – 2021): Preparing Doctoral Students to Become Higher Education Professors with a Focus on Behavior Analysis and Secondary Transition Education #H325D150083 
SOLUTION Continue and Expand Emphasis Area to Transition and ABA

19. Why ABA?
ABA provides an effective and evidence-based practice for teaching students with disabilities (Reichow & Volkmar, ). 

20. Prepare 40 master-level students over 5 years knowledgeable in both secondary transition education and applied behavior analysis
Become transition leaders and specialists with BCBA
Infuse ABA principles into transition education
Masters Purpose

21. Masters Program 36-hour program
 Fellowship of $18,00 to cover majority of costs associated with a graduate degree
 $1,500 per year for conference travel
All must attend annual DCDT Conference

22. ABA Sequence (4TH Task List)
EDSP 5143    ABA in School Settings
EDSP 6023    Single Case Research Design
EDSP 5243    Applied Behavior Analysis II
EDSP 5343    Applied Behavior Analysis III
EDSP 5443    Ethical & Professional Conduct
EDSP 5013 Instructional Strategies

23. Transition Sequence EDSP 5093 Transition & Self-Determination
EDSP 5193     Postsecondary Education and Employment
EDSP 5293     Transition-Based Assessment
S WK 5293     Direct Practice with Diverse Student, Disabilities, & Transition
EDSP 5393     Transition Practicum

24. M.Ed. Special Education Sequence
 EDSP 5163    Collaboration, Accommodations, & Modification
 EDSP 5013    Special Education Instructional Methods & Programs

25. Unanticipated Issues with Master Transition ABA Scholars
Many more applicants than anticipated
Cohort 1: Total of 9 admitted out appx 50 who applied
Cohort 2: Total of 9 admitted from 40 completed applications
Initially OUHSC Tolbert Center would provide BCBA Supervision 
Cut to severe state budget problems
Transition ABA Scholars now must find and pay for own BCBA supervision
BCBA rules keep changing – causes course and instructor changes

26. Become college professors
Prepare 6 doctoral-level students over 5 years knowledgeable in both secondary transition education and applied behavior analysis
Become college professors
Infuse ABA principles into transition education
Doctoral Purpose

27. Doctoral Program
6 Scholars receive $28,000 annually for living expenses
Dean supports 1 more
Tuition and Fee waivers
$1,500 travel funds per year

28. Doctoral Program Learn and apply college teaching strategies
Develop a line of research combing ABA and Transition
Adhere to an Advisory Conference Report and Residency Plan

29. Develop a Sense of Belonging
All scholars have a desk at the ZC Center
Transition Scholars are provided a desk, phone, Internet, computer, software, access to office supplies, and a network printer and copier

30. OU Zarrow Center
Zarrow Center participation facilitates peer bonding and allows frequent contact with project key personnel.

31. Doctoral Courses Core Doctoral Courses Research Methods
Professional Seminar
Developing Critical Thinking Skills (Research Methods)
Grant Writing
SPED Law
Transition Seminars
 Diversity in Transition
Effective Transition Strategies
Dissertation
Research Methods
Quant 1 & II
Qualitative Research Methods I & II
Mixed Methods Research
Multivariate Statistics

32. Doctoral Courses Transition Sequence Transition & Self- Determination
Postsecondary Education and Employment
Transition-Based Assessment
Transition Practicum
ABA Sequence
 ABA I, II, and III
Single Case Research
Ethics and Professional Conduct of Behavior Analysts
SPED Instructional Methods or Teaching Techniques in a Functional Curriculum

33. Unanticipated Issues Many more applicants than expected
27 applicants for 6 positions
BCBA supervision was to be provided by OUHSC, but severe state budget cuts made this impossible
Sooner Scholars now pay for supervision out of stipend or with student loans – OUCH!!!
Lack of ABA experiences in secondary transition programs or with secondary aged students
Lack of opportunity to teach students needed non- academic transition skills

34. Let’s Hear from the Scholars
1rwjk1ahgeh/McConnell.ABA.Tr ansition.Scholars.V.2.mp4?dl=0

35. First Year Accomplishments
Beyond completing coursework

36. TAGG-A content and item creation
DCDT Publications Website and Meetings Assistance
CEC Student Committee

37. National and State Presentations
NTACT and OTI Facilitation
Co-teaching Classes
Assisted in IES Grant Writing

38. Submitted manuscripts for publication
Co-Wrote Book Chapters
Co-Wrote Curriculum Package
Led State Training for Teachers

39. Supervised Practicum
Untaken National Survey Research Projects

40. Contact Information
Jim Martin Kendra Williams-Diehm Amber McConnell Phone: (405) Website: zarrowcenter.ou.edu