Pub Date : 2023-04-21DOI: 10.1177/21651434231166340
Mary E. Morningstar, Sarah R. Carlson, Dana L. Lattin, Rebecca Romine Swinburne
This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.
{"title":"Exploratory Study of a Team-Based Model of Transition Professional Development","authors":"Mary E. Morningstar, Sarah R. Carlson, Dana L. Lattin, Rebecca Romine Swinburne","doi":"10.1177/21651434231166340","DOIUrl":"https://doi.org/10.1177/21651434231166340","url":null,"abstract":"This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42766585","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 : 2023-04-18DOI: 10.1177/21651434231163498
Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test
In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.
{"title":"Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice","authors":"Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test","doi":"10.1177/21651434231163498","DOIUrl":"https://doi.org/10.1177/21651434231163498","url":null,"abstract":"In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42494577","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 : 2023-03-15DOI: 10.1177/21651434231154584
Lynn A. Newman, Audrey A. Trainor, Lindsay E. Romano
This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports ( p < .01), and supports universally available to the full postsecondary student body ( p < .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific ( p < .001) and universally available help ( p < .05), and higher levels of psychological empowerment were related to receipt of universally available supports ( p < .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.
{"title":"Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities","authors":"Lynn A. Newman, Audrey A. Trainor, Lindsay E. Romano","doi":"10.1177/21651434231154584","DOIUrl":"https://doi.org/10.1177/21651434231154584","url":null,"abstract":"This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports ( p < .01), and supports universally available to the full postsecondary student body ( p < .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific ( p < .001) and universally available help ( p < .05), and higher levels of psychological empowerment were related to receipt of universally available supports ( p < .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43635527","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 : 2023-02-14DOI: 10.1177/21651434231151665
Kara A. Hirano, Katherine W. Bromley, L. Lindstrom
Young women with disabilities tend to experience poorer postschool employment outcomes than young men with disabilities and their peers without disabilities. Paid work experiences while in high school have been identified as significantly increasing the likelihood of later employment, yet few recent studies have examined the early employment experiences of young women with disabilities. This study reports the characteristics of paid employment experiences of 134 young women with disabilities. Findings indicate that fewer young women in our sample had paid work experience than young women nearly 20 years ago, and that early employment patterns are reflective of gendered employment patterns documented in adulthood. Implications for educators and service providers include collaboration across multiple systems and a need for gender-specific interventions.
{"title":"Still Stuck: An Examination of the Early Paid Employment Experiences of Young Women With Disabilities","authors":"Kara A. Hirano, Katherine W. Bromley, L. Lindstrom","doi":"10.1177/21651434231151665","DOIUrl":"https://doi.org/10.1177/21651434231151665","url":null,"abstract":"Young women with disabilities tend to experience poorer postschool employment outcomes than young men with disabilities and their peers without disabilities. Paid work experiences while in high school have been identified as significantly increasing the likelihood of later employment, yet few recent studies have examined the early employment experiences of young women with disabilities. This study reports the characteristics of paid employment experiences of 134 young women with disabilities. Findings indicate that fewer young women in our sample had paid work experience than young women nearly 20 years ago, and that early employment patterns are reflective of gendered employment patterns documented in adulthood. Implications for educators and service providers include collaboration across multiple systems and a need for gender-specific interventions.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45713353","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 : 2023-02-06DOI: 10.1177/21651434231152822
Michele A. Schutz, E. Carter, Hilary E. Travers
The ways in which high schools in rural communities allocate their staffing and assign roles related to career development impact the preparation of students with disabilities for future employment pursuits. This mixed methods study explored (a) the roles of 291 school staff and administrators in supporting the career development of students with disabilities, (b) how they came to assume these roles, and (c) how they viewed their roles. Findings indicated that special educators self-decided an overwhelming majority of roles in this area and could benefit from increased contributions from school staff in other positions to support the work preparation of students with disabilities. We offer recommendations for extending and clarifying the roles of staff in these rural districts.
{"title":"Rural School Staff Roles in Career Development for Students With Disabilities: A Mixed Methods Study","authors":"Michele A. Schutz, E. Carter, Hilary E. Travers","doi":"10.1177/21651434231152822","DOIUrl":"https://doi.org/10.1177/21651434231152822","url":null,"abstract":"The ways in which high schools in rural communities allocate their staffing and assign roles related to career development impact the preparation of students with disabilities for future employment pursuits. This mixed methods study explored (a) the roles of 291 school staff and administrators in supporting the career development of students with disabilities, (b) how they came to assume these roles, and (c) how they viewed their roles. Findings indicated that special educators self-decided an overwhelming majority of roles in this area and could benefit from increased contributions from school staff in other positions to support the work preparation of students with disabilities. We offer recommendations for extending and clarifying the roles of staff in these rural districts.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411715","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 : 2023-02-06DOI: 10.1177/21651434231152200
Ashley Taconet, Allison R. Lombardi, Joseph W. Madaus, Tracy E. Sinclair, Graham G. Rifenbark, Mary E. Morningstar, Shannon N. Langdon
Independent living skills (ILS) are crucial for the post school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from age 13 to 24. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills.
{"title":"Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder","authors":"Ashley Taconet, Allison R. Lombardi, Joseph W. Madaus, Tracy E. Sinclair, Graham G. Rifenbark, Mary E. Morningstar, Shannon N. Langdon","doi":"10.1177/21651434231152200","DOIUrl":"https://doi.org/10.1177/21651434231152200","url":null,"abstract":"Independent living skills (ILS) are crucial for the post school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from age 13 to 24. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45332205","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 : 2023-02-03DOI: 10.1177/21651434231152872
Leslie Ann Bross, Darcy Fredrick, Stephen M. Kwiatek
Young adults with intellectual and developmental disabilities (IDD) are vulnerable to transportation challenges which can contribute to a lack of community engagement. This article describes findings from a qualitative study in which we conducted one time, semistructured interviews with nine individuals with IDD (ages 18–25) and their parents/guardians in dyads. We also interviewed 10 adult service and local agency providers to incorporate different perspectives. Major themes included family factors, community structure, and systems challenges as barriers that impacted the transportation experiences of young adults with IDD and their families. We provide implications for transition-related professionals and suggestions for future research and policy focused on transportation.
{"title":"Transportation Perspectives of Young Adults With Intellectual and Developmental Disabilities, Parents, and Service Providers","authors":"Leslie Ann Bross, Darcy Fredrick, Stephen M. Kwiatek","doi":"10.1177/21651434231152872","DOIUrl":"https://doi.org/10.1177/21651434231152872","url":null,"abstract":"Young adults with intellectual and developmental disabilities (IDD) are vulnerable to transportation challenges which can contribute to a lack of community engagement. This article describes findings from a qualitative study in which we conducted one time, semistructured interviews with nine individuals with IDD (ages 18–25) and their parents/guardians in dyads. We also interviewed 10 adult service and local agency providers to incorporate different perspectives. Major themes included family factors, community structure, and systems challenges as barriers that impacted the transportation experiences of young adults with IDD and their families. We provide implications for transition-related professionals and suggestions for future research and policy focused on transportation.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"1 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41508453","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 : 2023-01-21DOI: 10.1177/21651434221146470
K. Shogren, Valerie L. Mazzotti, Tyler A. Hicks, Sheida K. Raley, Daria Gerasimova, Jesse R. Pace, Stephen M. Kwiatek, Darcy Fredrick, Jared H. Stewart-Ginsburg, Richard Chapman, Danielle Wysenski
Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice.
{"title":"The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities","authors":"K. Shogren, Valerie L. Mazzotti, Tyler A. Hicks, Sheida K. Raley, Daria Gerasimova, Jesse R. Pace, Stephen M. Kwiatek, Darcy Fredrick, Jared H. Stewart-Ginsburg, Richard Chapman, Danielle Wysenski","doi":"10.1177/21651434221146470","DOIUrl":"https://doi.org/10.1177/21651434221146470","url":null,"abstract":"Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571095","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 : 2023-01-11DOI: 10.1177/21651434221143514
Lindsay E. Romano, Audrey A. Trainor, Lynn A. Newman
The transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the “triad,” or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration, (b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.
{"title":"Triad Transition Planning for Students Receiving Special Education and English Learner Services, Families, and Teachers","authors":"Lindsay E. Romano, Audrey A. Trainor, Lynn A. Newman","doi":"10.1177/21651434221143514","DOIUrl":"https://doi.org/10.1177/21651434221143514","url":null,"abstract":"The transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the “triad,” or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration, (b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"211 - 222"},"PeriodicalIF":3.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47337360","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 : 2023-01-04DOI: 10.1177/21651434221142725
Valerie L. Mazzotti, Allison R. Lombardi
{"title":"From the Editors","authors":"Valerie L. Mazzotti, Allison R. Lombardi","doi":"10.1177/21651434221142725","DOIUrl":"https://doi.org/10.1177/21651434221142725","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"3 - 3"},"PeriodicalIF":3.3,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43813882","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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