Effects of Community Transition Teams on Interagency Collaboration for School and Adult Agency Staff

Abstract

This study examined change in indicators of high-quality interagency collaboration after 1 year of establishing a community transition team and compared school and adult agency staff participants. The Transition Collaboration Survey was developed based on research-based indicators of collaboration, piloted, administered to school and agency participants from 16 midwestern community transition teams, and then analyzed through nonparametric statistics. Results indicated a significant increase in indicators of high-quality collaboration in domain areas of shared vision, variety of partnerships, time together, joint planning, shared leadership, structure, training together, minimizing duplication, and sustainability. School and adult agency staff increased collaboration in each domain area, with the exception of only school staff increasing administrative support.