Pub Date : 2023-09-25DOI: 10.1177/21651434231198492
Annemarie L. Horn, Laura C. Chezan, Jonna L. Bobzien, Marcia L. Rock, Aeshah Alturki, Olga Karadimou
Many individuals with autism spectrum disorder (ASD) are inequitably unemployed due to challenges associated with the social and communication demands of the traditional job interview process. Using a single-case multiple-baseline design replicated across participants, we evaluated the effects of eCoaching with online bug-in-ear (BIE) technology on responses to job interview questions in transition-age students with ASD. Results demonstrated a functional relation between the intervention and target behavior, and the acquired interview skills were maintained up to 6 weeks post-intervention. Social validity findings indicated all participants enjoyed receiving feedback through online BIE while participating in live-streamed mock job interviews and would recommend this intervention to others. This study extends the limited literature on promoting employment opportunities for job-seeking individuals with ASD.
{"title":"You’re Hired!: Effects of <i>e</i>Coaching Transition-Age Students With Autism During Job Interview Preparation","authors":"Annemarie L. Horn, Laura C. Chezan, Jonna L. Bobzien, Marcia L. Rock, Aeshah Alturki, Olga Karadimou","doi":"10.1177/21651434231198492","DOIUrl":"https://doi.org/10.1177/21651434231198492","url":null,"abstract":"Many individuals with autism spectrum disorder (ASD) are inequitably unemployed due to challenges associated with the social and communication demands of the traditional job interview process. Using a single-case multiple-baseline design replicated across participants, we evaluated the effects of eCoaching with online bug-in-ear (BIE) technology on responses to job interview questions in transition-age students with ASD. Results demonstrated a functional relation between the intervention and target behavior, and the acquired interview skills were maintained up to 6 weeks post-intervention. Social validity findings indicated all participants enjoyed receiving feedback through online BIE while participating in live-streamed mock job interviews and would recommend this intervention to others. This study extends the limited literature on promoting employment opportunities for job-seeking individuals with ASD.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816993","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 : 2023-08-16DOI: 10.1177/21651434231190301
Andrew R. Scheef, K. H. Yeager, Malarie E. Deardorff
Traditional teacher-led individualized education programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.
{"title":"Barriers to Implementing Student-Led IEPs","authors":"Andrew R. Scheef, K. H. Yeager, Malarie E. Deardorff","doi":"10.1177/21651434231190301","DOIUrl":"https://doi.org/10.1177/21651434231190301","url":null,"abstract":"Traditional teacher-led individualized education programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501009","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 : 2023-08-06DOI: 10.1177/21651434231189665
LaRon A. Scott, K. Shogren
There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.
{"title":"Advancing Anti-Racism and Anti-Ableism in Transition: Equity-Oriented Indicators for Research","authors":"LaRon A. Scott, K. Shogren","doi":"10.1177/21651434231189665","DOIUrl":"https://doi.org/10.1177/21651434231189665","url":null,"abstract":"There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"237 - 248"},"PeriodicalIF":3.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46832678","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 : 2023-07-19DOI: 10.1177/21651434231185016
Valerie L. Mazzotti, Allison R. Lombardi
{"title":"From the Editors","authors":"Valerie L. Mazzotti, Allison R. Lombardi","doi":"10.1177/21651434231185016","DOIUrl":"https://doi.org/10.1177/21651434231185016","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"119 - 119"},"PeriodicalIF":3.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854277","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 : 2023-07-17DOI: 10.1177/21651434231186136
J. Sinclair, Carly B. Gilson, Heather Dulas
Adults with intellectual and developmental disabilities (IDD) often face societal barriers to accessing employment due to stigma and discrimination. For people with IDD who have an employment history, little is known about their experiences in accessing employment opportunities. Self-determination behaviors are considered an integral component to a successful adulthood, yet there is limited research that gives voice to people with IDD describing their self-determination and experiences with employment. This study used qualitative content analysis to examine self-determination behaviors in employment experiences of 18 adults with disabilities. Participants provided clear examples of self-determined behaviors which benefited their navigation in work and life. Participants shared advice for other adults with IDD on how to attain employment. Implications for future research and practices are provided.
{"title":"“I’m Going to Be a Working Person”: Self-Determination in Employment Settings for Adults With Intellectual and Developmental Disabilities","authors":"J. Sinclair, Carly B. Gilson, Heather Dulas","doi":"10.1177/21651434231186136","DOIUrl":"https://doi.org/10.1177/21651434231186136","url":null,"abstract":"Adults with intellectual and developmental disabilities (IDD) often face societal barriers to accessing employment due to stigma and discrimination. For people with IDD who have an employment history, little is known about their experiences in accessing employment opportunities. Self-determination behaviors are considered an integral component to a successful adulthood, yet there is limited research that gives voice to people with IDD describing their self-determination and experiences with employment. This study used qualitative content analysis to examine self-determination behaviors in employment experiences of 18 adults with disabilities. Participants provided clear examples of self-determined behaviors which benefited their navigation in work and life. Participants shared advice for other adults with IDD on how to attain employment. Implications for future research and practices are provided.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42193015","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 : 2023-07-17DOI: 10.1177/21651434231186351
Holly N. Whittenburg, Jennifer McDonough, Carol Schall, Thomas Dubois, Vivian E. Vitullo, P. Wehman
Research is needed that describes how COVID-19 affected the employment of autistic youth. In this mixed-methods study, we present data on three cohorts of military-connected/dependent youth on the autism spectrum participating in a randomized, waitlist-controlled trial of Project SEARCH + ASD Supports to describe the potential effects of COVID-19 on employment. We also present three participant case studies to highlight challenges and opportunities faced during the transition process. Findings indicate the pandemic appeared to affect the 2019-2020 cohort most negatively, with employment outcomes lagging the previous cohorts by 29.1% to 48.2%. However, the case studies highlight approaches that effectively supported participants, including interagency collaboration, military and federal partnerships, skilled employment specialist support, and family involvement.
{"title":"Impact of COVID-19 on the Employment of Transition-Aged Military-Dependent or Connected Autistic Youth","authors":"Holly N. Whittenburg, Jennifer McDonough, Carol Schall, Thomas Dubois, Vivian E. Vitullo, P. Wehman","doi":"10.1177/21651434231186351","DOIUrl":"https://doi.org/10.1177/21651434231186351","url":null,"abstract":"Research is needed that describes how COVID-19 affected the employment of autistic youth. In this mixed-methods study, we present data on three cohorts of military-connected/dependent youth on the autism spectrum participating in a randomized, waitlist-controlled trial of Project SEARCH + ASD Supports to describe the potential effects of COVID-19 on employment. We also present three participant case studies to highlight challenges and opportunities faced during the transition process. Findings indicate the pandemic appeared to affect the 2019-2020 cohort most negatively, with employment outcomes lagging the previous cohorts by 29.1% to 48.2%. However, the case studies highlight approaches that effectively supported participants, including interagency collaboration, military and federal partnerships, skilled employment specialist support, and family involvement.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47963821","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 : 2023-06-29DOI: 10.1177/21651434231183415
J. Sinclair, R. Jez, J. Banks, Suzanne Kucharczyk
There is a common narrative in the field of transition: students with disabilities continue to experience poorer post-school outcomes compared with their peers without disabilities. After decades of research and practice, scholars and practitioners have impacted countless numbers of students. However, disparate outcomes for diverse youth still exist. The Division on Career Development and Transition takes the position that if we are to begin reducing persistent differential outcomes for diverse youth, we must examine our current practices and apply anti-oppressive practices to transition planning to ensure we do not continue to perpetuate White cultural norms and ableist approaches to transition. We applied four equity frameworks to transition planning and provided recommendations for transition practice and service delivery.
{"title":"Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition","authors":"J. Sinclair, R. Jez, J. Banks, Suzanne Kucharczyk","doi":"10.1177/21651434231183415","DOIUrl":"https://doi.org/10.1177/21651434231183415","url":null,"abstract":"There is a common narrative in the field of transition: students with disabilities continue to experience poorer post-school outcomes compared with their peers without disabilities. After decades of research and practice, scholars and practitioners have impacted countless numbers of students. However, disparate outcomes for diverse youth still exist. The Division on Career Development and Transition takes the position that if we are to begin reducing persistent differential outcomes for diverse youth, we must examine our current practices and apply anti-oppressive practices to transition planning to ensure we do not continue to perpetuate White cultural norms and ableist approaches to transition. We applied four equity frameworks to transition planning and provided recommendations for transition practice and service delivery.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"223 - 236"},"PeriodicalIF":3.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49443442","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 : 2023-05-24DOI: 10.1177/21651434231170540
Xiaoning Sun, Matthew E. Brock
Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and developmental disabilities. Experimental effects were demonstrated for all four students, but only two students met the mastery criterion. Individualized adaptations (i.e., priming, more frequent reinforcement) enabled two students to make further progress. The two students who met the mastery criterion maintained their performance after 2 weeks. These findings add to growing evidence that teachers and practitioners can effectively implement VP and suggest that individualized adaptations may be needed for some students with significant disabilities.
{"title":"Practitioner-Implemented Video Prompting on Vocational Skills of Students With Significant Intellectual and Developmental Disabilities","authors":"Xiaoning Sun, Matthew E. Brock","doi":"10.1177/21651434231170540","DOIUrl":"https://doi.org/10.1177/21651434231170540","url":null,"abstract":"Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and developmental disabilities. Experimental effects were demonstrated for all four students, but only two students met the mastery criterion. Individualized adaptations (i.e., priming, more frequent reinforcement) enabled two students to make further progress. The two students who met the mastery criterion maintained their performance after 2 weeks. These findings add to growing evidence that teachers and practitioners can effectively implement VP and suggest that individualized adaptations may be needed for some students with significant disabilities.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211967","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 : 2023-05-24DOI: 10.1177/21651434231169990
Audrey A. Trainor, Lindsay E. Romano
Disparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Last, we share implications such as tensions, benefits, and insights from our application and the extant literature.
{"title":"Intersectional Research as a Methodology for Shaping Transition Research in Support of Equitable Postschool Outcomes","authors":"Audrey A. Trainor, Lindsay E. Romano","doi":"10.1177/21651434231169990","DOIUrl":"https://doi.org/10.1177/21651434231169990","url":null,"abstract":"Disparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Last, we share implications such as tensions, benefits, and insights from our application and the extant literature.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"163 ","pages":"169 - 180"},"PeriodicalIF":3.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273578","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 : 2023-05-01DOI: 10.1177/21651434231159170
Valerie L. Mazzotti, Allison R. Lombardi
{"title":"From the Editors","authors":"Valerie L. Mazzotti, Allison R. Lombardi","doi":"10.1177/21651434231159170","DOIUrl":"https://doi.org/10.1177/21651434231159170","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"55 - 55"},"PeriodicalIF":3.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43926362","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：