Pub Date : 2024-09-19DOI: 10.1177/21651434241271408
Charlotte Y. Alverson, Kyle Reardon, Christina D. Howard, Gerrit Wiebe, Catherine H. Fowler, Dawn A. Rowe, Valerie L. Mazzotti
To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and essential program characteristics remain missing. Therefore, the purpose of this Delphi study was to operationally define the seven newest predictors of postschool success in secondary transition and identify their essential program characteristics. Experts in the field of secondary transition reached consensus on an operational definition and a set of essential program characteristics for each of the seven newest predictors of postschool success. These definitions and essential program characteristics provide additional information needed to develop, implement, and evaluate effective secondary transition programs. Moreover, these results continue to move research to practice in meaningful and actionable ways. Suggestions for further research and implications are discussed.
{"title":"Operationalizing Predictors of Postschool Success in Secondary Transition: A Delphi Study","authors":"Charlotte Y. Alverson, Kyle Reardon, Christina D. Howard, Gerrit Wiebe, Catherine H. Fowler, Dawn A. Rowe, Valerie L. Mazzotti","doi":"10.1177/21651434241271408","DOIUrl":"https://doi.org/10.1177/21651434241271408","url":null,"abstract":"To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and essential program characteristics remain missing. Therefore, the purpose of this Delphi study was to operationally define the seven newest predictors of postschool success in secondary transition and identify their essential program characteristics. Experts in the field of secondary transition reached consensus on an operational definition and a set of essential program characteristics for each of the seven newest predictors of postschool success. These definitions and essential program characteristics provide additional information needed to develop, implement, and evaluate effective secondary transition programs. Moreover, these results continue to move research to practice in meaningful and actionable ways. Suggestions for further research and implications are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-30DOI: 10.1177/21651434241268003
Elisabeth L. Kutscher, Valerie L. Mazzotti, Sara L. McDaniel, Wen Zeng, Kyle Reardon, Jennifer L. Bumble, Ashley Voggt, Ryan Harris
A main goal of secondary transition is to prepare and empower all students to pursue their goals after completing high school. Mixed methods research, which integrates qualitative and quantitative approaches, can provide insights into secondary transition experiences and outcomes for secondary youth with disabilities. Although mixed methods research may inform transition planning, practice, and services, little is known about the application of mixed methods research in the field of secondary transition. This systematic literature review examined the application of mixed methods approaches across 39 peer-reviewed articles focused on secondary transition research. Emphasis was placed on the recent scope of mixed methods research in secondary transition and the quality assessment of methods used in included studies. The results indicated mixed methods research focuses on a range of transition predictors and outcomes. However, quality assessment of included articles revealed that quality indicators were inconsistently applied, with few articles meeting items that were unique to mixed methods approaches. Recommendations for the application of mixed methods within the field of secondary transition are discussed along with suggestions and implications for future research, policy, and practice.
{"title":"Mixed Methods Research in Secondary Transition: A Systematic Literature Review","authors":"Elisabeth L. Kutscher, Valerie L. Mazzotti, Sara L. McDaniel, Wen Zeng, Kyle Reardon, Jennifer L. Bumble, Ashley Voggt, Ryan Harris","doi":"10.1177/21651434241268003","DOIUrl":"https://doi.org/10.1177/21651434241268003","url":null,"abstract":"A main goal of secondary transition is to prepare and empower all students to pursue their goals after completing high school. Mixed methods research, which integrates qualitative and quantitative approaches, can provide insights into secondary transition experiences and outcomes for secondary youth with disabilities. Although mixed methods research may inform transition planning, practice, and services, little is known about the application of mixed methods research in the field of secondary transition. This systematic literature review examined the application of mixed methods approaches across 39 peer-reviewed articles focused on secondary transition research. Emphasis was placed on the recent scope of mixed methods research in secondary transition and the quality assessment of methods used in included studies. The results indicated mixed methods research focuses on a range of transition predictors and outcomes. However, quality assessment of included articles revealed that quality indicators were inconsistently applied, with few articles meeting items that were unique to mixed methods approaches. Recommendations for the application of mixed methods within the field of secondary transition are discussed along with suggestions and implications for future research, policy, and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-29DOI: 10.1177/21651434241270060
Gwendolyn C. Carey, Kelly B. Kearney, Angelica R. Downey, Brianna J. Miller
Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD ( n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed.
{"title":"Getting Around the Community: Qualitatively Exploring the Transportation Experiences of Adults With Intellectual and Developmental Disabilities","authors":"Gwendolyn C. Carey, Kelly B. Kearney, Angelica R. Downey, Brianna J. Miller","doi":"10.1177/21651434241270060","DOIUrl":"https://doi.org/10.1177/21651434241270060","url":null,"abstract":"Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD ( n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142196161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1177/21651434241262172
Valerie Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Valerie Mazzotti, Allison Lombardi","doi":"10.1177/21651434241262172","DOIUrl":"https://doi.org/10.1177/21651434241262172","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/21651434241261316
Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren
Interagency collaboration (IAC) is mandated by federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.
{"title":"The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators","authors":"Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren","doi":"10.1177/21651434241261316","DOIUrl":"https://doi.org/10.1177/21651434241261316","url":null,"abstract":"Interagency collaboration (IAC) is mandated by federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Enhancing transportation skills is crucial in promoting quality of life for youth with intellectual and developmental disabilities (IDD). To learn about transportation skill development and improve the transportation experiences of youth with IDD in China, we conducted in-depth interviews with special education teachers and parents of transition-age youth with IDD (i.e., 23 teachers and 19 parents) from five major cities in China. The purpose of this study was to explore the transportation experiences of youth with IDD through parents’ and teachers’ perspectives. Adopting the constructivist grounded theory method, three main themes were identified: (1) the need to develop transportation skills, (2) the practices for supporting transportation, and (3) the challenges of transportation for youth with IDD in China. The findings ascertain the importance of travel training to promote community inclusion of transition-age youth with IDD and disclose the helpful practices and existing barriers for improving youth’s transportation skills. Limitations and implications for research, policy, and practice are also described.
{"title":"Parents’ and Teachers’ Perceptions of the Transportation Experiences of Youth With Intellectual and Developmental Disabilities","authors":"Tianxi Xu, Chenmingxin Zou, Xiaofang Li, Ping Dong","doi":"10.1177/21651434241265638","DOIUrl":"https://doi.org/10.1177/21651434241265638","url":null,"abstract":"Enhancing transportation skills is crucial in promoting quality of life for youth with intellectual and developmental disabilities (IDD). To learn about transportation skill development and improve the transportation experiences of youth with IDD in China, we conducted in-depth interviews with special education teachers and parents of transition-age youth with IDD (i.e., 23 teachers and 19 parents) from five major cities in China. The purpose of this study was to explore the transportation experiences of youth with IDD through parents’ and teachers’ perspectives. Adopting the constructivist grounded theory method, three main themes were identified: (1) the need to develop transportation skills, (2) the practices for supporting transportation, and (3) the challenges of transportation for youth with IDD in China. The findings ascertain the importance of travel training to promote community inclusion of transition-age youth with IDD and disclose the helpful practices and existing barriers for improving youth’s transportation skills. Limitations and implications for research, policy, and practice are also described.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1177/21651434241256297
Xiaoning Sun, Matthew E. Brock
Video-based instruction (VBI) is an effective means to teach employment skills to young adults with intellectual and developmental disabilities (IDD). Within the category of VBI, video prompting (VP) is well-suited to teach multistep routines, and video modeling (VM) is better suited for social interactions. In this multiple probe design, three young adults with IDD were taught to make badges with self-directed VP with error correction, and to request help for missing materials with VM. Functional relations were demonstrated between VP and progress on the badge-making skill, and VM and progress on requesting help. These findings demonstrate the utility of combining VP and VM to address both multistep routines and social skills in the workplace. We offer practical implications for how teachers and job coaches can leverage VBI to teach different kinds of employment skills to people with IDD.
视频教学（VBI）是向有智力和发育障碍（IDD）的年轻成年人传授就业技能的有效手段。在视频教学类别中，视频提示（VP）非常适合教授多步骤例程，而视频建模（VM）则更适合社会互动。在这一多重探究设计中，三名患有智障的年轻成人通过自我指导的视频提示和错误纠正学会了制作徽章，并通过视频建模学会了在缺少材料时请求帮助。结果表明，VP 与徽章制作技能的进步之间存在功能关系，VM 与请求帮助的进步之间也存在功能关系。这些研究结果表明，将 VP 和 VM 结合起来，对工作场所的多步骤常规和社交技能都很有用。我们为教师和就业指导人员如何利用 VBI 向智障人士传授各种就业技能提供了实际启示。
{"title":"Empowering Young Adults With Significant Disabilities to Learn New Employment Skills Through Self-Directed Video-Based Instruction","authors":"Xiaoning Sun, Matthew E. Brock","doi":"10.1177/21651434241256297","DOIUrl":"https://doi.org/10.1177/21651434241256297","url":null,"abstract":"Video-based instruction (VBI) is an effective means to teach employment skills to young adults with intellectual and developmental disabilities (IDD). Within the category of VBI, video prompting (VP) is well-suited to teach multistep routines, and video modeling (VM) is better suited for social interactions. In this multiple probe design, three young adults with IDD were taught to make badges with self-directed VP with error correction, and to request help for missing materials with VM. Functional relations were demonstrated between VP and progress on the badge-making skill, and VM and progress on requesting help. These findings demonstrate the utility of combining VP and VM to address both multistep routines and social skills in the workplace. We offer practical implications for how teachers and job coaches can leverage VBI to teach different kinds of employment skills to people with IDD.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1177/21651434241255076
Samantha Shera, Alyssa M. Blasko, Lee Kern, Chris Liang, Jennifer Freeman
Students with emotional and behavioral disorders (EBD) are at an increased risk for poor outcomes (e.g., dropout, unemployment, mental health problems). These risks are heightened for students placed in juvenile justice and/or alternative placement settings. Increasing college and career readiness (CCR) opportunities may potentially lead to increases in school engagement, better postsecondary outcomes, and lower school dropout. Previous systematic reviews have examined CCR programs solely in school settings. The current review extended previous research by examining CCR programs for students placed in juvenile justice settings, detention centers, and/or alternative placement settings serving students with emotional and behavioral problems. A total of seven articles were identified after a rigorous systematic search and screening process. A majority of the studies employed didactic instruction as part of a multicomponent intervention, and evaluated multiple outcomes with mixed effectiveness. With respect to quality indicators, many of the studies did not meet standards of rigor for empirical research. Future research, practice, and policy implications are addressed as there is a need to increase the evidence base of CCR programs for youth in juvenile justice and alternative placement settings.
{"title":"College and Career Ready (or Not): A Systematic Review of Programs in Alternative Settings","authors":"Samantha Shera, Alyssa M. Blasko, Lee Kern, Chris Liang, Jennifer Freeman","doi":"10.1177/21651434241255076","DOIUrl":"https://doi.org/10.1177/21651434241255076","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) are at an increased risk for poor outcomes (e.g., dropout, unemployment, mental health problems). These risks are heightened for students placed in juvenile justice and/or alternative placement settings. Increasing college and career readiness (CCR) opportunities may potentially lead to increases in school engagement, better postsecondary outcomes, and lower school dropout. Previous systematic reviews have examined CCR programs solely in school settings. The current review extended previous research by examining CCR programs for students placed in juvenile justice settings, detention centers, and/or alternative placement settings serving students with emotional and behavioral problems. A total of seven articles were identified after a rigorous systematic search and screening process. A majority of the studies employed didactic instruction as part of a multicomponent intervention, and evaluated multiple outcomes with mixed effectiveness. With respect to quality indicators, many of the studies did not meet standards of rigor for empirical research. Future research, practice, and policy implications are addressed as there is a need to increase the evidence base of CCR programs for youth in juvenile justice and alternative placement settings.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141371175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities ( n = 10) to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices.
{"title":"Perspectives of Hispanic Mothers on Social Support From Key Transition Stakeholders","authors":"Kristopher Hawk Yeager, Belkis Choiseul-Praslin, Malarie E. Deardorff, Beverley Argus-Calvo, Estefania Ordoñez","doi":"10.1177/21651434241255630","DOIUrl":"https://doi.org/10.1177/21651434241255630","url":null,"abstract":"Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities ( n = 10) to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.1177/21651434241250326
Lisa Didion, Lauren Bruno, Gianna Marshall, Jordan Immerfall, Amanda Kunkel, Jennifer McGinn
Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p < .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.
{"title":"Reaching the Top of Data Mountain: Postsecondary Students With Disabilities Use Data to Improve Fluency","authors":"Lisa Didion, Lauren Bruno, Gianna Marshall, Jordan Immerfall, Amanda Kunkel, Jennifer McGinn","doi":"10.1177/21651434241250326","DOIUrl":"https://doi.org/10.1177/21651434241250326","url":null,"abstract":"Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p < .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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