An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes.

进行了深入的文献回顾，以确定高中后有严重认知障碍的学生与就业、继续教育和独立生活相关的技能、行为、期望和经验 (SBEE)。对 53 项定量和定性研究的分析确定了 103 项与高中毕业后成绩相关的特定 SBEE。然后我们将 SBEE 聚类为 10 个结构。我们介绍了这些结构和具有代表性的 SBEE，讨论了它们使用的意义，并确定了为与积极的学后过渡结果相关的具有严重认知障碍的学生开发新的基于研究的过渡评估所需的后续步骤。