Murray, ChristopherLee, Seunghee2020-02-272020-02-27https://hdl.handle.net/1794/25215Many youths with intellectual and developmental disabilities (IDD) have poor postschool outcomes. Improving these outcomes has been a concern for over three decades. The purpose of the current study was to examine the feasibility and initial efficacy of the Transition Check-Up, a family-centered school-based transition service delivery model for improving the long-term employment rates of youths with IDD. For Study 1, five teachers administered the TCU online assessment system and participated in usability and acceptability testing, and a semi-structured interview. Data gathered during Study 1 were used to guide revision of the TCU process prior to full implementation of the TCU. For Study2, 11 teachers and 13 caregivers of youths with IDD participated in the entire TCU process. Study 2 examined usability, acceptability, and feasibility as well as initial effects of the TCU on self-efficacy of teachers and caregivers. Study 1 results indicate that there were slightly more teachers who perceived the TCU online assessment system as acceptable than teachers who did not. Study 2 indicated that teachers demonstrated changes in self-efficacy after the TCU intervention, but caregivers did not demonstrate meaningful change on self-efficacy after the TCU intervention. Limitations and implications for future research and practice are discussed.en-USAll Rights Reserved.Electronic Thesis or Dissertation