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The role of transition providers' knowledge of evidence-based practices (EBPs) in secondary transition can only be understood in the context of the dismal post-secondary outcomes of students with disabilities (SWD) and the need for bridging the research-to-practice gap among secondary transition practitioners. A sample of 1,163 Texas Employment Designees (TEDs) were surveyed about their knowledge of secondary transition EBPs. The study examined the psychometric properties and theoretical factor structure fit of a modified version of the Mazzotti and Plotner's Use of Secondary Transition EBPs survey and identified significant effects of TEDs' characteristics on their capacity for implementing secondary transition EBPs (F(9, 110) = 2.16, p = 0.03). Psychometric validation of the instrument indicated overall reliability and internal consistency of the modified instrument in measuring both knowledge and use of EBPs in support and direct provision of transition services (Cronbach's alpha of 0.99). Principal components analysis (PCA) and exploratory factor analysis (EFA) returned a simple one-factor structure. A composite score was developed for the single factor of "capacity", and a subsequent analysis was conducted to determine a relationship between the demographic factors and the overall capacity scores of respondents (n = 198). Study limitations and need for further research are discussed.

The present study used qualitative methods to examine the approaches and experiences of 12 psychologists who were nominated by their peers to be highly skilled at LGBT-affirmative counseling in college and university counseling centers. A semi-structured interview was conducted with each participant addressing two research questions: What characterizes highly skilled LGBT-affirmative counseling in a college or university setting? What is challenging about LGBT-affirmative counseling in a college or university setting and what helps support this work? The data was analyzed using Consensual Qualitative Research (CQR) methodology. A total of seven domains and 48 categories were identified. The results present a detailed description of the characteristics, conceptualizations, and interventions of highly skilled LGBT-affirmative psychologists in college and university settings, as well as an engaging picture of the challenges and sources of support found in this work. Major study findings, study strengths and limitations, and implications are discussed.