Pub Date : 2024-05-09DOI: 10.1177/21651434241247772
Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm
This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.
本系统性文献综述全面评估了 2010 年至 2020 年间在 "特殊人士职业发展与过渡"（Career Development and Transition for Exceptional Individuals，CDTEI）范围内发表的实验干预研究。我们对通过手工搜索 CDTEI 发现的研究进行了严格评估，并根据研究特点、实验文献的重点以及对国家技术援助中心（NTACT）通过其质量指标设定的报告标准的遵守情况，确定了十年间的模式和趋势。以《系统综述和元分析首选报告项目》（PRISMA）指南为框架，共审查了 208 篇文章。约有 17% 的文献（n=36）采用了符合纳入标准的实验设计。其中，47% 采用分组设计，53% 采用单例设计。研究结果表明，有必要从功效研究转向基于效果的研究，重点关注现实生活中的学术环境和自然变化因素。研究结果表明，教育研究界亟需采用可靠、有效的数据分析方法来提高科学研究结果的可信度。
{"title":"Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI","authors":"Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm","doi":"10.1177/21651434241247772","DOIUrl":"https://doi.org/10.1177/21651434241247772","url":null,"abstract":"This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941295","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 : 2024-05-09DOI: 10.1177/21651434241248592
Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak
Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.
{"title":"Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study","authors":"Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak","doi":"10.1177/21651434241248592","DOIUrl":"https://doi.org/10.1177/21651434241248592","url":null,"abstract":"Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941672","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 : 2024-05-01Epub Date: 2023-03-20DOI: 10.1177/21651434231160532
Matthew J Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A Bornheimer, Kari Sherwood, Justin D Smith
Virtual Interview Training for Transition Age Youth and Virtual Reality Job Interview Training are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but varied across race, IQ, IDEA categories and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.
{"title":"Virtual Job Interview Training: A Dose Response to Improve Employment for Transition-Age Youth With Disabilities.","authors":"Matthew J Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A Bornheimer, Kari Sherwood, Justin D Smith","doi":"10.1177/21651434231160532","DOIUrl":"10.1177/21651434231160532","url":null,"abstract":"<p><p><i>Virtual Interview Training for Transition Age Youth</i> and <i>Virtual Reality Job Interview Training</i> are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but varied across race, IQ, IDEA categories and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.</p>","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11232528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48463400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.1177/21651434241236003
Val Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434241236003","DOIUrl":"https://doi.org/10.1177/21651434241236003","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572684","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 : 2024-03-20DOI: 10.1177/21651434241235886
Rebekka J. Jez
At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.
{"title":"Culturally Responsive/Sustaining Transition for At-Promise Youth","authors":"Rebekka J. Jez","doi":"10.1177/21651434241235886","DOIUrl":"https://doi.org/10.1177/21651434241235886","url":null,"abstract":"At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203021","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 : 2024-01-29DOI: 10.1177/21651434231223435
Alan S. McLucas, William J. Therrien, Dawn A. Rowe
Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.
{"title":"Secondary Transition Interventions in Rural Communities: A Systematic Literature Review","authors":"Alan S. McLucas, William J. Therrien, Dawn A. Rowe","doi":"10.1177/21651434231223435","DOIUrl":"https://doi.org/10.1177/21651434231223435","url":null,"abstract":"Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951210","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 : 2024-01-27DOI: 10.1177/21651434231221493
Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz
Families of youth with disabilities often access services to promote youth’s transitions to adulthood. Such services can be oriented toward the youth or family. Using descriptive statistics and regression modeling of survey and administrative data, we explored patterns of service use and the association between outcomes for 9,013 youth with disabilities who enrolled in a demonstration project. Those randomly assigned to a treatment group used family services more frequently than those in a control group, and youth in families using family services were more likely to use services themselves. The use of family and youth services together was associated with better youth employment. Because few programs offer family services, policymakers and practitioners might consider ways to connect families to such services.
{"title":"Family Service Use and Outcomes for Youth With Disabilities","authors":"Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz","doi":"10.1177/21651434231221493","DOIUrl":"https://doi.org/10.1177/21651434231221493","url":null,"abstract":"Families of youth with disabilities often access services to promote youth’s transitions to adulthood. Such services can be oriented toward the youth or family. Using descriptive statistics and regression modeling of survey and administrative data, we explored patterns of service use and the association between outcomes for 9,013 youth with disabilities who enrolled in a demonstration project. Those randomly assigned to a treatment group used family services more frequently than those in a control group, and youth in families using family services were more likely to use services themselves. The use of family and youth services together was associated with better youth employment. Because few programs offer family services, policymakers and practitioners might consider ways to connect families to such services.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956979","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 : 2023-12-23DOI: 10.1177/21651434231217717
Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz
Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.
{"title":"Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition","authors":"Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz","doi":"10.1177/21651434231217717","DOIUrl":"https://doi.org/10.1177/21651434231217717","url":null,"abstract":"Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. 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":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162124","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 : 2023-12-23DOI: 10.1177/21651434231218708
Hannah R. Brenner, S. Dymond
A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.
{"title":"Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators","authors":"Hannah R. Brenner, S. Dymond","doi":"10.1177/21651434231218708","DOIUrl":"https://doi.org/10.1177/21651434231218708","url":null,"abstract":"A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162567","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 : 2023-12-15DOI: 10.1177/21651434231211562
Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui
The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.
{"title":"Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders","authors":"Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui","doi":"10.1177/21651434231211562","DOIUrl":"https://doi.org/10.1177/21651434231211562","url":null,"abstract":"The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999741","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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