Abstract This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most support from teachers and close friends even though support from parents was rated as most important. Additional themes emerged from interviews, including the overarching theme that students tended to prefer support from individuals who were caring, motivational, and personal. In many cases, students had negative perceptions or limited interaction with potential transition team members. Implications for practice and future research related to student-centered planning and stakeholder coordination are discussed.

中文翻译：

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情绪和行为障碍的高中生与过渡相关的社会支持

摘要本文探讨了学生通过社会支持调查和半结构化访谈表达的潜在过渡团队成员的角色。样本包括八名患有EBD的男学生，他们主要在三所高中的自给自足特殊教育环境中就读。调查结果表明，尽管父母的支持被认为是最重要的，但学生得到了老师和密友的最大支持。访谈还出现了其他主题，包括总体主题，即学生倾向于喜欢有爱心，有动机和个人的人的支持。在许多情况下，学生对潜在的过渡团队成员抱有否定的看法或有限的互动。