Skip to main content

Research Committee

The Research Committee is committed to promoting rigorous, meaningful research that investigates issues related to the career development and transition of individuals with disabilities. The committee is guided by priorities to: 

  • Bridge the gap: make transition research accessible to practitioners
  • Support rigorous research in transition
    • Connect practitioners with researchers
    • Connect researchers with researchers
    • Develop research skills in students and early career researchers


The Research Committee meets virtually at 3 pm (ET) / 12 pm (PT). Our Fall meetings will occur on the following dates:

  • September 20
  • October 18
  • November 15
  • No meeting in December

Join using the link:…
Meeting ID: 955 3316 4039
Passcode: 714619

If you are a practitioner and cannot make the meetings but want to stay involved please email Elisabeth Kutscher ( ).

Video Research Snapshots

DCDT’s Research Committee is dedicated to bridging the gap between research and practice. The video research snapshots highlight current secondary transition research, which can directly impact the positive postsecondary outcomes of their students with disabilities. Every quarter, we will spotlight one article from DCDT’s peer-review journal Career Development and Transition for Exceptional Individuals.

View Past Videos  

Past Award Recipients

  • Leslie Bross, University of Kansas
    • Evidence-Based Practices for Young Adults with Autism in Employment Settings
  • Kelly A. Clark, University of North Carolina at Charlotte
    • UPGRADE Your Job Performance Grant
  • Hyejung Kim, University of Wisconsin, Madison
    • Intersectionality in the Transition to Postsecondary Education among Korean-American Students with Autism
  • L. Danielle “Danie” Roberts-Dahm, University of South Florida
    • Inclusive Higher Education and Employment: An Analysis of Program Components
  • Misty Terrell, University of North Carolina at Charlotte
    • Effects of Using Behavior Chain Interruption Strategy on Increased Social Interactions of Young Adults with Intellectual Disabilities and Autism
  • Lauren Bruno, Virginia Commonwealth University
    • Investigating Secondary Special Educator Transition Competencies and Attrition
  • Jennifer L. Bumble, Vanderbilt University
    • Building Interagency Collaboration: Examining the Personal and Professional Networks of Transition Educators
  • Christina Gushanas, Texas A & M
    • Examining the Effects of Video Self-monitoring on Communication Within an Employment Setting Among Individuals with Intellectual and Developmental Disabilities
  • Sheida Raley, University of Kansas
    • Examining Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes
  • Tracy Sinclair, University of Oklahoma
    • Using Self-Evaluation to Improve Work Performance of Transition-Age Youth in Community Work Settings
  • Wen-hsuan Chang, University of North Carolina, Charlotte
    • The Effects of Asynchronous Online Parent Training on Knowledge of Secondary Transition Services for Parents of Transition Age Youth with Disabilities
  • Cynde Katherine Josol, Michigan State University
    • Exploring the Development of Friendships Between Young Adults with and without Intellectual and Developmental Disabilities
  • Jessica Monahan, University of Connecticut
    • College and Career Readiness and Teacher Expectations of Students with and Without Disabilities
  • Joshua Pulos, University of Oklahoma
    • Effects of the Self-Determined Learning Model of Instruction on Academic and Non-Academic Behaviors: A Meta-Analysis
  • Wen Zeng, University of Cincinnati
    • A Mixed Methods Study of Postsecondary Enrollment and Completion of Students with Learning Disabilities
  • Belkis Choiseul-Praslin, University of Oklahoma
    • Validation of the Spanish and Chinese Versions of the Transition and Assessment Goal Generator (TAGG)
  • Kaitlyn Millen, University of Northern Colorado
    • Exploring Self-Determination in Youth and Young Adults who are Deaf or Hard of Hearing
  • Vidya Munandar, University of Kansas
    • Planned Happenstance Skills and College Students with Disabilities
  • Quinn Perkins, Grand Canyon University
    • Parent Involvement in Transition Programs: A Qualitative Descriptive Study
  • Mary Whirley, Texas A&M University
    • Investigation of a Check-in Check-out Procedure to Increase Communication between Employees with Intellectual/Developmental Disabilities and their Supervisors
  • Heather Dulas, Texas A&M University
    • Using Job Coaching to Increase Workplace Social Skills for Individuals with Disabilities: A Mixed Methods Investigation
  • Amillia Oswalt, University of Arkansas
    • Empowering Parents to Become Active Participants in the IEP Process
  • Lindsay Romano, New York University
    • Mindfulness and the Reduction of Racial Disparities in School Discipline during Adolescence

Elisabeth Kutscher, Ed.D., Chairperson

Elisabeth Kutscher, Ph.D.


Elisabeth Kutscher, Ed.D. is currently a Visiting Assistant Professor with George Washington University's Interdisciplinary Secondary Transition Services program. However, it was through her work as a special education teacher and assistant principal in New York City that Elisabeth began to understand both the challenges and potential of preparing students to pursue their goals after high school. As Research Committee Chair, Dr. Kutscher is excited to work together with you to prioritize DCDT’s work, develop new initiatives, and promote the mission of DCDT to improve the quality of transition services for youth with disabilities.

Last Updated:  16 November, 2021

© 2022 Council for Exceptional Children (CEC). All rights reserved.