
显示样式: 排序: IF: - GO 导出
-
Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-02-22 Joshua P. Taylor, Holly N. Whittenburg, Magen Rooney-Kron, Tonya Gokita, Stephanie J. Lau, Colleen A. Thoma, LaRon A. Scott
Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS)
-
Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-02-20 Sara T. McCormick, Noelle K. Kurth, Catherine E. Chambless, Catherine Ipsen, Jean P. Hall
Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment
-
Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-02-19 Mari S. Guillermo, Mark S. Tucker, Vanessa Corona, Fred R. McFarlane, Ron Jacobs
Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities
-
Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-02-11 Angelica Downey, Ayse Torres, Kelly B. Kearney, Michael P. Brady, Joshua Katz
College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based
-
SSI Youth and Family Case Management: A Taxonomy of Critical Factors, Competencies, and Translation to Practice Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-02-01 Thomas P. Golden, Andrew J. Karhan, Adene P. Karhan, Sarah J. Prenovitz
Youth who receive Supplemental Security Income (SSI) benefits experience disparate educational, employment, and economic outcomes when compared to youth with disabilities who do not receive these entitlements. Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) was a 6-year national research demonstration project that designed, implemented, and evaluated interventions that led
-
National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-01-28 Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie Chong
We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners
-
Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-01-28 Ellie C. Hartman, Weneaka Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, Catherine A. Anderson
Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic
-
Staff Capacity Building and Accountability in Transition Services Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-01-27 Kelli Crane, Meredith Gramlich, Richard G. Luecking, Paul B. Gold, Taylor Morris
Transition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure youth with disabilities experience strong employment outcomes
-
Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-01-23 Kristopher Hawk Yeager, Joseph John Morgan, Monica R. Brown, Kyle Higgins, Iesha Jackson
A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and
-
Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2021-01-21 Magen Rooney-Kron, Stacy K. Dymond
This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (n = 256). Teachers were asked to complete an online questionnaire about WBLEs. We
-
Overview of PROMISE Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-12-31 David E. Emenheiser, Corinne Weidenthal, Selete Avoke, Marlene Simon-Burroughs
Promoting the Readiness of Minors in Supplemental Security Income (PROMISE), a study of 13,444 randomly assigned youth and their families, includes six model demonstration projects and a technical assistance center funded through the U.S. Department of Education and a national evaluation of the model demonstration projects funded through the Social Security Administration. The Departments of Labor
-
Looking Ahead with Optimism and Gratitude Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-12-30 Erik W. Carter, Valerie L. Mazzotti
It has been a difficult and disquieting year for this field and for our world. The global pandemic has thrust families, schools, and communities into uncharted and ever-challenging territory. The impact on students with disabilities—particularly those from diverse or marginalized backgrounds—has been especially acute. So much of what is advocated as best practices in transition education has been arduous
-
Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education? Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-12-22 Joseph W. Madaus, Nicholas Gelbar, Lyman L. Dukes, III, Ashley Taconet, Michael Faggella-Luby
Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine
-
Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-11-13 Sarah L. Curtiss, Gloria K. Lee, Jina Chun, Heekyung Lee, Hung Jen Kuo, Danielle Ami-Narh
Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults
-
Secondary Transition Predictors of Postschool Success: An Update to the Research Base Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-10-10 Valerie L. Mazzotti, Dawn A. Rowe, Stephen Kwiatek, Ashley Voggt, Wen-Hsuan Chang, Catherine H. Fowler, Marcus Poppen, James Sinclair, David W. Test
Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate
-
Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students With Autism Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-10-07 Vidya D. Munandar, Leslie A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar
Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This
-
Where Are You? Young Adults With Autism Calling and Texting Location Following Video Modeling Instruction Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-09-23 Annemarie L. Horn, Selena J. Layden, Jonna Bobzien
The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required
-
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-09-23 Dawn A. Rowe, Valerie L. Mazzotti, Catherine H. Fowler, David W. Test, Vickie J. Mitchell, Kelly A. Clark, Debra Holzberg, Tosha L. Owens, Dana Rusher, Rachel L. Seaman-Tullis, Christina M. Gushanas, Hannah Castle, Wen-Hsuan Chang, Ashley Voggt, Stephen Kwiatek, Catie Dean
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic
-
The Job Coaching Academy for Transition Educators: A Preliminary Evaluation Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-09-23 Carly B. Gilson, Christopher G. Thompson, Kristina E. Ingles, Kaitlyn E. Stein, Naike Wang, Malena A. Nygaard
There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified
-
Examining Types of Goals Set by Transition-Age Students With Intellectual Disability Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-09-23 Kathryn M. Burke, Karrie A. Shogren, Sarah Carlson
Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination
-
Relationships Matter: The Role Transition Specialists Play in Youth’s Reentry From the Juvenile Justice System Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-08-28 James Sinclair, Deanne Unruh, Kim Kelly
Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry
-
IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012 Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-08-28 David R. Johnson, Martha L. Thurlow, Yi-Chen Wu, John M. LaVelle, Ernest C. Davenport
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism
-
Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-08-20 Melissa A. Sreckovic, Kara A. Hume, Tara E. Regan
Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion
-
Effects of Video Modeling for Young Adults With Autism in Community Employment Settings Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-08-06 Leslie Ann Bross, Jason C. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, Brian A. Boyd
This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for
-
Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-07-09 Erik W. Carter, Jessica M. Awsumb, Michele A. Schutz, Elise D. McMillan
Effective collaboration among schools and agencies is critical to the success of pre-employment transition services (pre-ETS). We examined the views of 596 middle and high school educators regarding pre-ETS and the employment prospects of their students with disabilities. Educators overwhelmingly affirmed that youth with disabilities needed better preparation for employment, but they were more mixed
-
Partnerships From the Pews: Promoting Interagency Collaboration With Religious Organizations Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-06-17 Jared H. Stewart-Ginsburg, Stephen M. Kwiatek
Religious organizations often serve as mainstays of communities, especially rural communities with otherwise limited support to promote improved transition outcomes. Yet, religious organizations appear not to be utilized as agencies in transition service partnerships. This article addresses involving religious organizations in the transition process through interagency collaboration by providing strategies
-
Postsecondary Education Programs on College Campuses Supporting Adults With Intellectual and Developmental Disabilities in the Literature: A Scoping Review Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-06-17 Mary L. Whirley, Carly B. Gilson, Christina M. Gushanas
Postsecondary education (PSE) programs for young adults with intellectual and developmental disabilities (IDDs) have increased steadily since the passage of the Higher Education Opportunity Act. The purpose of this scoping review was to explore a decade of research pertaining to PSE programs for students with IDDs on college campuses. Online databases were examined. Hand searches were completed to
-
A Systematic Review and Meta-Analysis of Interventions Used to Increase Adolescent IEP Meeting Participation Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-06-02 Kelli A. Sanderson, Samantha E. Goldman
This study examined the effectiveness of interventions used to increase the participation of adolescents with disabilities during individualized education program (IEP) meetings. A systematic literature review and meta-analysis were conducted to identify and synthesize the group-design experimental literature on this topic, as well as evaluate intervention effects. Six studies met inclusion criteria
-
Future Aspirations of Young Women With Disabilities: An Examination of Social Cognitive Career Theory Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-05-22 Yen K. Pham, Kara A. Hirano, Lauren Lindstrom, David S. DeGarmo
Young women with disabilities face multiple barriers that limit their career pathways. Little research has been conducted to examine how cognitive constructs of career self-efficacy and outcome expectations contribute to their future aspirations. This study examined direct relationships between career self-efficacy and outcome expectations on future aspirations, mediating effects of autonomy and self-realization
-
iPad® Video Prompting to Teach Cooking Tasks to Korean American Adolescents With Autism Spectrum Disorder Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-03-31 Sunyoung Kim, Veronica Y. Kang
In response to the growing necessity for considering the cultural and contextual needs of youth with disabilities in experimental studies, this study examines the effectiveness of an intervention package consisting of video prompting with a system of least prompts and reinforcement on Korean American adolescents with autism spectrum disorder. Through the replication of procedures used in a study by
-
A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-02-13 Elisabeth L. Kutscher, Elizabeth D. Tuckwiller
This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys (n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary
-
Main and Moderating Effects of an Online Transition Curriculum on Career Readiness Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2020-01-29 Allison Lombardi, Graham Rifenbark, Emily Tarconish, Daniel Volk, Jessica Monahan, Andrew Buck, Margo Izzo, Alexa Murray
In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across
-
Factors Associated With Disability Self-Disclosure to Their Professors Among College Students With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-12-20 George Mamboleo, Shengli Dong, Connor Fais
This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide
-
Increasing Work Skills for Students With Significant Disabilities: A Six-Step Model for Transition Worksite Programs Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-12-19 Belkis Choiseul-Praslin, Amber McConnell
Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs designed to support students with significant disabilities
-
Transition Planning: Keeping Cultural Competence in Mind Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-12-12 Andrea L. Suk, Tracy E. Sinclair, Kimberly J. Osmani, Kendra Williams-Diehm
Transition planning must consider all aspects of the student’s postsecondary goals. Although the makeup of personnel in educational settings are predominantly White, the number of students from culturally, ethnically, and linguistically diverse (CELD) backgrounds continues to grow. This article promotes personal reflection on cultural competence, suggests how to incorporate cultural responsiveness
-
Improving Outcomes of Transition-Age Youth With Disabilities: A Life Course Perspective Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-12-02 Karrie A. Shogren, David Wittenburg
This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as youth’s needs for supports change as they age, particularly
-
Partnering to Improve Career and Technical Education for Students With Disabilities: A Position Paper of the Division on Career Development and Transition Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-11-24 Michael W. Harvey, Dawn A. Rowe, David W. Test, Catherine Imperatore, Allison Lombardi, Michelle Conrad, Amy Szymanski, Kristy Barnett
This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should
-
Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-11-15 Karrie A. Shogren, Kathryn M. Burke, Mark H. Anderson, Anthony Antosh, Terri LaPlante, Tyler Hicks
This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even
-
Implementing the SDLMI With Students With Significant Support Needs During Transition Planning Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-11-14 Kathryn M. Burke, Karrie A. Shogren, A. Anthony Antosh, Terri LaPlante, Laurie H. Masterson
Self-determination, defined by acting as the causal agent in one’s life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The Self-Determined Learning Model of Instruction (SDLMI) is a teaching model designed to enable teachers to promote self-determined action by
-
A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-07-31 Audrey A. Trainor, Erik W. Carter, Arun Karpur, James E. Martin, Valerie L. Mazzotti, Mary E. Morningstar, Lynn Newman, Jay W. Rojewski
The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned with their personal aspirations and priorities. Moreover, individuals with disabilities continue to experience barriers to employment, educational, economic, and other challenges well into adulthood. Moving forward as a field will require
-
Teaching Young Adults Job Skills Using a Constant Time Delay and eCoaching Intervention Package Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-02-22 Annemarie L. Horn, Robert A. Gable, Jonna L. Bobzien, Steve W. Tonelson, Marcia L. Rock
Young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This study evaluated the effectiveness and perceptions of an intervention package incorporating constant time delay (CTD) and eCoaching to promote employment skill acquisition. CTD was used by a teacher interventionist to instruct four student
-
Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2019-01-29 Ryan O. Kellems, Giulia Cacciatore, Kaitlyn Osborne
A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals
-
Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-19 Grace L. Francis, April Regester, Alexandra S. Reed
Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate
-
Messages From Former Students and Families: Analysis of Statements From One State’s Post-School Outcomes Survey Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-18 Charlotte Y. Alverson, Scott H. Yamamoto
We conducted an exploratory descriptive qualitative study on extant data of responses to the state’s open-ended question from their annual post-school outcomes survey: “If you could tell your school one thing, what would you tell them (make a suggestion to help better prepare current students for life after high school)?” Respondents from one northwest state consisted of former students with disabilities
-
Strategies for Developing Work Experiences for Youth With Intellectual and Developmental Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-17 Holly N. Whittenburg, Katie A. Sims, Paul Wehman, Christine Walther-Thomas
High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type of transition work. Drawing on supported employment
-
Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-17 Meg Grigal, Lori Cooney, Debra Hart
Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle
-
Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-17 Meg Grigal, Clare Papay, Frank Smith, Debra Hart, Rayna Verbeck
The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities
-
Peer-Mediated Literacy-Based Behavioral Interventions: A Job Coaching Strategy for Secondary Students With ASD Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-12-04 Toby J. Honsberger, Michael P. Brady, Christine F. Honsberger, Kelly B. Kearney
Many secondary students with autism spectrum disorder (ASD) are not taught employability skills and routines needed for competitive or supported employment in regular community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of numerous skills, but have not been investigated
-
Support Receipt: Effect on Postsecondary Success of Students With Learning Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-11-18 Lynn A. Newman, Joseph W. Madaus, Adam R. Lalor, Harold S. Javitz
In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based on secondary analysis of National Longitudinal Transition Study
-
Impact of the Americans With Disabilities Act Amendments Act on Documentation for Students With Disabilities in Transition to College: Implications for Practitioners Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-11-18 Walter R. Keenan, Joseph W. Madaus, Allison R. Lombardi, Lyman L. Dukes
The Americans With Disabilities Act Amendments Act of 2008 expanded the legal definition of disability to establish broader coverage for individuals with disabilities, including college students, than the definition in the Americans With Disabilities Act of 1990. The new interpretation of the definition of disability shifted the main purpose of documentation from proving eligibility for services as
-
Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-11-18 Audrey A. Trainor, Lynn Newman, Elisa Garcia, Heather H. Woodley, Rachel Elizabeth Traxler, D. Nicole Deschene
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal
-
Using Video Modeling to Teach Social Skills for Employment to Youth With Intellectual Disability Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-11-18 Jiyoon Park, Emily C. Bouck, Ana Duenas
Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to teach three young adults with intellectual disability to
-
Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-09-18 Leslie Ann Bross, Thomas L. Zane, Ryan O. Kellems
Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities
-
Effectiveness of a Job Search Training Program for Youth With Visual Impairments Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-08-24 Jennifer L. Cmar, Michele C. McDonnall
Early work experiences predict future employment for youth with visual impairments, particularly when youth find jobs independently, but research has not supported the efficacy of sponsored work for this population. The most effective work experience programs include additional components such as job search assistance, and job search interventions are effective at improving employment outcomes. Thus
-
Sibling Roles in Family–School Partnerships for Students With Disabilities During Transition Planning Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-08-24 Mayumi Hagiwara, Susan B. Palmer, Christine L. Hancock, Karrie A. Shogren
Strong family–school partnerships are crucial throughout K–12 education as they enable the development and implementation of meaningful educational programs for students with disabilities. This is especially true during transition planning. In many families, youth with disabilities have siblings that are a core part of the family unit, are likely to have the longest relationships with their sibling
-
Community Conversations on Inclusive Higher Education for Students With Intellectual Disability Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-06-28 Jennifer L. Bumble, Erik W. Carter, Lauren K. Bethune, Tammy Day, Elise D. McMillan
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used “community conversations” to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports needed to launch new postsecondary programs. Conceptualizations of
-
Effect of Self-Monitoring on Personal Hygiene Among Individuals With Developmental Disabilities Attending Postsecondary Education Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-06-28 Christina M. Gushanas, Julie L. Thompson
Research indicates that employers rate personal hygiene as the number one barrier to employment among individuals with developmental disabilities. However, there is limited literature on improving personal hygiene in preparation for employment among individuals with developmental disabilities. Using a multiple-baseline across-participants design, this study examined the effect of self-monitoring on
-
Motivations and Expectations of Peer Mentors Within Inclusive Higher Education Programs for Students With Intellectual Disability Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-06-21 Erik W. Carter, Jenny R. Gustafson, Michael M. Mackay, Kaitlyn P. Martin, Misty V. Parsley, Jennifer Graves, Tammy L. Day, Lauren E. McCabe, Hannah Lazarz, Elise D. McMillan, Chrisann Schiro-Geist, Maurice Williams, Tom Beeson, John Cayton
Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations of 250 peer mentors attending five diverse universities
-
Transitioning Racial/Ethnic Minorities With Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-06-14 Kelli W. Gary, Adam Sima, Paul Wehman, Khalilah R. Johnson
Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study–2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions determined predictors of each outcome while incorporating propensity
-
Integrated Visual Supports in a School-Based Microenterprise for Students With Intellectual Disabilities Career Dev. Transit. Except. Individ. (IF 0.808) Pub Date : 2018-05-07 C. J. Fields, MaryAnn Demchak
School-based microenterprises and vocational training opportunities represent an effective approach to developing transferable vocational skills in students with intellectual and developmental disabilities. The authors describe the implementation of an online, school-based microenterprise at a rural high school that emphasizes functional digital literacy and uses an integrated system of visual supports