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Students with disabilities are a rapidly growing population in postsecondary education, estimated to be approximately 19.4% of undergraduate students (U.S. Department of Education, 2019). However, many postsecondary faculty members are unaware of the issues that students with disabilities experience and are not confident in how to teach diverse learners. While researchers have designed disability awareness and inclusive teaching trainings for postsecondary faculty, these trainings do not always include the voices of students with disabilities as the primary content. In this study, we demonstrate the importance of using student voice in postsecondary faculty disability awareness trainings. We highlight a mixed methods study that evaluates instructor perceptions of a Disability Awareness & Inclusive Teaching Video Training that uses student voice as its primary teaching tool.

In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.

The purpose of the current study was to conceptually replicate a multi-indicator construct of economic hardship in a national sample of adolescents with and without disabilities (N = 9,230). Using data from the National Longitudinal Transition Study 2012 (NLTS2012), the latent construct economic hardship was confirmed from six theoretically relevant indicators: household income, parent education level, parent employment status, one- or two-parent household, household internet access, and participation in government-assisted social programs (e.g., Supplemental Security Income benefits, Supplemental Nutrition Assistance Program, Temporary Assistance for Needy Families). In addition, we examined group differences on the latent mean of economic hardship based on disability category, race and ethnicity, and school and family factors. Mean differences showed significantly lower economic hardship for youth on 504 plans, youth with autism, and for White non-Hispanic youth; whereas there was significantly greater hardship for youth with intellectual disability and youth with emotional disturbance and among youth of color. The implications of the replicated and expanded findings for adolescents with and without disabilities are discussed.

Secondary data analyses occur when new analyses are proposed for existing data. Although they are prevalent in special education research, there is little guidance on how to prepare secondary data analyses studies. Preregistration of secondary data analyses studies provides a nice opportunity and structure for fellow researchers to share innovative questions and analytic approaches to existing data sets as well as increase transparency. In this manuscript, we (a) describe quality indicators of secondary data analyses consistent with open science practices and (b) provide applied examples of these indicators from a sampling of published studies based on two iterations of data from the National Longitudinal Transition Study (NLTS2 and NLTS2012) with the overall goals to provide guidance to authors and peer reviewers and promote collaboration among fellow researchers engaged in secondary analyses for a range of purposes.

All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.

Promoting the use of inclusive instruction based on the tenets of Universal Design has occurred in the United States over the past three decades. In this study, a validated measure of university faculty attitudes toward inclusive instruction was translated from English to German and administered to a sample of faculty at a German institution. Responses (n=589) were subjected to an exploratory and confirmatory factor analysis in order to validate the translated items. The exploratory factor analysis yielded seven factors, which were very similar to the English version of the measure. The confirmatory factor analysis indicated the seven-factor solution showed acceptable model fit. Implications are discussed for universities both in the United States and abroad.

The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.

In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.

While peer mentor programs for students with disabilities in higher education are increasing in prevalence, the research examining the effectiveness of these programs remains limited. In this study, the effect of one college peer mentoring program on academic performance at a small, private four-year university was examined. The sample was drawn from all students registered with the Office of Disability Services (n = 287), some of whom participated in a peer mentoring intervention as well as a comparison group comprised of non-participants. In light of the observational nature of the data, propensity score weighting and matching were used to adjust for possible confounding variables and to explore robustness to different methodological approaches. Logistic and linear regression methods were used to examine the effect of peer mentoring on academic probation status and grade point average (GPA), respectively, while incorporating propensity score-based adjustments. There were no significant differences between the intervention and comparison groups for either outcome; however, intervention group students had a statistically significantly higher number of accommodations available to them. The study illustrates that extant data, when used in conjunction with appropriate statistical adjustments, is a viable alternative to randomized studies. Implications for higher education researchers and practitioners are discussed, including suggestions to collect various types of non-academic data (e.g., satisfaction, well-being, self-determination surveys) as well as examine structural factors of the program (e.g., mentor-mentee relationships, mentor training) in order to better understand the possible benefits of peer mentor programs and the need for collaborative partnerships between disability services, student affairs, researchers, and institutional research staff.

In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools' use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children's Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis that resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students' transition to college and career.

The growing number of individuals with disabilities in higher education is a sign of significant progress toward improving outcomes and equity as intended by federal legislation. However, to successfully meet the demands of the postsecondary environment, students must act as self-regulated, independent learners. Thus, instruction for students with disabilities in learning strategies may be necessary to actualize improved outcomes. The current systematic review analyzes a subset of 21 empirical articles on learning strategy instruction in higher education for students with disabilities spanning 1955-2015 as organized by the PASS Taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, & Gelbar, 2017). Results confirm there is a paucity of research, as we identified only 21 intervention studies examining learning strategies (11 single case and 10 group-design studies) in higher education during the period studied. Findings are presented related to characteristics of the study corpus, types of learning strategies emphasized, instructional delivery context, settings, interventionist, fidelity, measures, and outcomes. Special emphasis is placed on group design studies.

The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. This study extends the current literature by exploring typical measures of academic achievement (i.e., GPA) rather than focusing upon only standardized assessments and by examining student-level rather than school-level aggregate outcomes. Notably, results from the current study focus entirely on high school settings and demonstrate desired changes in student-level outcomes in a large sample.

As increasing numbers of students with disabilities enter higher education, the need for college faculty to adopt inclusive teaching practices intensifies. Professional development (PD) opportunities involving inclusive teaching strategies are a useful way to help instructors develop these skills; unfortunately, many colleges and universities do not offer such trainings due to lack of resources or limited faculty time. This practice brief presents a framework for disability service providers (DSPs) to utilize and guide instructors to create accessible class materials and assessments. Following a "plan, deliver, assess" structure, the framework includes multiple tools, including self-assessments, check lists, and work sheets, that instructors can use following PD activities to continue to make their teaching more accessible.

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions--positive behavioral interventions and supports (PBIS) and response to interventions (RTI)--were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

Information technology (IT) literacy skills are increasingly important for all adolescents to learn, as the majority of post-school pursuits will require at least some amount of computer skills. For adolescents with disabilities, this urgency is perhaps more pronounced, as this subpopulation typically experiences more dismal post-school outcomes than their peers without disabilities. The purpose of this study was to examine the psychometric properties of the "Envision Information Technology Literacy" (EITL) scale based on pretest and posttest responses of students with and without disabilities (N = 150). Findings show promising validity and reliability of the EITL scale. Implications for practice are discussed with regard to uses in high school career courses and as an age-appropriate transition assessment.

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9-12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the "AIMS Web Maze Test for 8th Grade Reading Prompts" to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.

The study of postsecondary students with disabilities has a relatively short history that largely began with descriptions of programs designed for returning World War II veterans with disabilities and expanded in the 1970s with the advent of Section 504 of the Rehabilitation Act of 1973. Currently, the literature about postsecondary-level students with disabilities is principally descriptive, is published in professional journals reflecting a range of disciplines, and lacks a guiding organizational taxonomy. A taxonomy is particularly useful when organizing, discussing, and conducting research and practice efforts. This article presents a four-domain taxonomy that was developed based upon a comprehensive analysis of the body of literature about postsecondary education and students with disability.

In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure because the observed data are polytomous. Using response data from adolescents with (n = 784) and without (n = 4253) disabilities in urban and suburban high schools, we tested for measurement invariance by estimating a series of multiple-group IFA models and examined the relationship between school climate and academic achievement. The study findings promote the use of non-linear methods for analyzing ordered response data and further support the importance of prioritizing students with disabilities in school climate studies.

The current study explores the structural and functional features of social support among college students with disabilities. Findings indicated that parents and friends were critical sources of support among all students. Analyses of specific subgroup differences by disability indicated that students in certain disability groups (e.g., psychological disabilities) had significantly fewer sources of support than did students in other categories. The implications of these findings for families, peers, student services personnel, and faculty are discussed.

Aim Methods Results Conclusion This scoping review aims to assess the utility of ultrasound as a prospective tool in measuring body composition and nutritional status in the paediatric population. We provide a comprehensive summary of the existing literature, identify gaps, and propose future research directions.We conducted a systematic scoping review following the PRISMA Extension for Scoping Reviews guidelines. This involved screening titles and abstracts of relevant studies, followed by a detailed full‐text review and extraction of pertinent data.We identified and synthesised 34 articles. The review revealed that while ultrasound has been used to assess body composition and bone properties in children, significant gaps remain in the literature. These include limited studies on ultrasound performance, insufficient attention to relevant sample characteristics, reliance on manual image measurements, and limited sample diversity.Point‐of‐care ultrasound shows significant promise for assessing paediatric body composition and nutritional status. To validate and enhance its effectiveness, further research is needed. Future studies should include larger and more diverse patient cohorts and conduct longitudinal investigations to evaluate nutritional interventions. Additionally, developing artificial intelligence (AI) for standardising and automating data interpretation will be crucial in improving the accuracy and efficiency of ultrasound assessments. [ABSTRACT FROM AUTHOR]

This study examined community college faculty (n = 179) and student (n = 449) attitudes and actions toward inclusive teaching practices based on tenets of Universal Design. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized Northeastern public community college. Results showed significant differences among faculty in overall action scale scores based on age and ethnicity. However, similar analyses conducted on students were not significant. Results from the study provide insights regarding attitudes toward inclusive instruction in the community college environment. Implications of these findings and recommendations for future research and disability service providers are discussed.

This article describes the Division of Career Development and Transition's (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE's effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.

College students with physical disabilities were among the first students to receive disability supports in higher education in the United States, and the earliest journal articles in disability services focused almost exclusively on this cohort. As more students with a range of disability types have accessed higher education over the past 25 years, the body of professional literature has developed correspondingly. However, research related to students with physical disabilities is relatively sparse. The present study is a secondary analysis of a comprehensive systematic review of 1,036 journal articles published between 1951 and 2012, 615 of which were data based. Specifically, 81 of the 615 studies included at least one participant with a physical disability (38.3% included a substantial number of individuals with physical disabilities) and were highlighted for analysis. The majority of studies used descriptive designs and only two studies were experimental. No studies investigated the effectiveness of specific programs or accommodations for students. Results indicated that more systematic, high quality research on the experiences of and services provided to college students with physical disabilities is necessary.

The current study evaluates the short-term effects of a disability-focused training on the disability-related self-efficacy of university faculty. Three consecutive cohorts of faculty (N = 102) participated in an intensive four-day training institute focused on understanding and supporting university students with disabilities. Self-efficacy for understanding and working with students with disabilities was measured prior to and following training and faculty satisfaction with the training experience was assessed at post-test only. Participation in training had strong positive effects on faculty self-efficacy for understanding and supporting students with disabilities and faculty reported high levels of satisfaction with the experience. Implications of the study for similar efforts in postsecondary settings are discussed and free access to our training materials is provided.

In order to assess the status of the research base that informs "what works" for students with disabilities in higher education, it is necessary to conduct an examination of the methodologies used in the literature. The authors of the current study analyzed the methodological trends across the thirty-year lifespan of the "Journal of Postsecondary Education and Disability," spanning the years 1983 to 2012. Every article published by "JPED" was coded using an electronic tool comprised of four domains and corresponding subdomains. The authors concluded that data-based studies constitute more than half of all studies published in the "Journal," with the majority of articles being descriptive and quantitative in nature. Only six studies used a control or comparison condition. Additional findings and implications are discussed.

The Americans With Disabilities Act Amendments Act of 2008 expanded the legal definition of disability to establish broader coverage for individuals with disabilities, including college students, than the definition in the Americans With Disabilities Act of 1990. The new interpretation of the definition of disability shifted the main purpose of documentation from proving eligibility for services as a person with a disability to determining appropriate academic accommodations. This change in the law, and subsequent Department of Justice regulations, enhances the importance of documentation from a student's secondary education experience that may provide relevant information concerning functional limitations and the need for academic accommodations. This article provides practical guidance to high school professional staff in preparing disability documentation for students' transition to college.

It is increasingly important for postsecondary disability services personnel to provide targeted disability-related training to faculty rather than support college students with disabilities on a case-by-case basis. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices at two public four-year institutions using the Inclusive Teaching Strategies Inventory (ITSI). Findings suggest that malleable factors such as training opportunities positively affect faculty attitudes toward disability and inclusive instruction based on the tenets of Universal Design. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.

Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerged. However, though the research base has great breadth, it lacks significant depth, has poor sample and setting descriptions, and lacks methodological rigor. The result is that there is insufficient evidence spelling out what practices work with which students and in which settings. Guidelines intended to steer future research could have significant impact upon scholars conducting research and, subsequently, higher education. The present article describes the current state of the research base and proposes future directions to guide research.

In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n = 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a disability diagnosis. Not all instruments are limited to students with disabilities; many of the reviewed instruments can be utilized in higher-education settings on all students, faculty, and staff, regardless of disability. The implications of the findings undergird the urgency to prioritize disability as a facet of diversity within higher-education scholarship, and furthermore aid this prioritization by providing a catalogue of robust instruments to researchers and practitioners.

College and Career Readiness (CCR) is broadly defined as the ability of an individual to be successful in postsecondary education and employment. Although the definition of CCR continues to develop within policy and research, scholars suggest that both academic and nonacademic skills are crucial components. Recently a CCR framework for students with disabilities was developed and reviewed by state-level transition experts from a variety of states that includes six domains: (1) academic engagement; (2) mind-sets;(3) learning processes;(4) critical thinking; (5) interpersonal engagement; and (6) transition competencies (Morningstar, Lombardi, Fowler, & Test, 2017). This framework has also undergone preliminary empirical testing of the domains (Lombardi, Freeman, & Rifenbark, 2017). Skills within these domains can be incorporated into the daily activities, routines, and established expectations of a classroom. The responsibility of special educators to ensure that individualized education program (IEP) goals are met, as well as to support students in academic tasks unrelated to IEP goals, does not always result in the availability of additional time or resources to teach CCR skills. Despite these and related challenges, the poor postschool outcomes for students with disabilities highlight the need for instruction that embeds practical daily strategies for increasing CCR skills. Given the importance of developing competencies related to CCR for students with disabilities, teachers can use the framework developed by Morningstar et al. (2017) to guide the planning and implementation of evidence-based instructional supports. A graphic representation of the framework is provided.

This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström's expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The "expansive learning redesign framework" specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education.

Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models and frameworks, yet little empirical research exists in their support. We employed latent variable modeling to empirically test a previously proposed six-domain framework of CCR for adolescents with and without disabilities. Results support four specific factors of CCR: Academic Engagement, Critical Learning Processes, Mind-Set, and Transition Knowledge. Using a bifactor model, we confirmed one general factor (CCR) and one specific factor (Transition Knowledge), established measurement invariance on the basis of disability, and found latent mean differences between these groups; students without disabilities had greater overall CCR and transition knowledge. Findings support the use of a CCR measurement model with two potential factor scores in future research and practice and may inform efforts to measure CCR nonacademic skills.

College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and without disabilities. This article aims to provide an overview of this assessment and demonstrate how secondary educators and other stakeholders can use the data gathered to make decisions and inform the Individualized Education Program (IEP) as an age-appropriate transition assessment for youth with disabilities. [ABSTRACT FROM AUTHOR]

In this article, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided. [ABSTRACT FROM AUTHOR]