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Career Development and Transition for Exceptional Individuals最新文献

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Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method 使用成分法实施自我决定干预的项目成本评估
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-03 DOI: 10.1177/21651434221130295
Graham G. Rifenbark, Tyler A. Hicks, Kathryn M. Burke, Rebecca E. Swinburne Romine, Kandace K. Fleming, K. Shogren
In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An advantage of the SDLMI is that it can be overlaid upon any curriculum and, therefore, can minimize opportunity costs for self-determination instruction. Using the ingredients method, the current study: (a) identified and described the essential ingredients of SDLMI implementation in typical high school settings, (b) assigned and described the cost of needed ingredients, and (c) calculated a generalizable estimate of the average cost of using the SDLMI with 340 students for one school year across 17 school districts to be $40,221.26 (or $118.30 per student). We discuss how decision-makers considering using the SDLMI in their context can minimize costs while maximizing effects on transition goal attainment outcomes. Several implications of these findings for the field of transition are also described.
在这项研究中,我们估计了在美国17个学区实施自主学习教学模式(SDLMI)的成本,这是一项基于证据的中学过渡实践,以提高340名智力残疾过渡年龄青少年的自我决定和过渡目标实现结果。SDLMI的一个优点是它可以覆盖在任何课程上,因此可以最大限度地减少自主教学的机会成本。使用成分法,目前的研究:(a)确定并描述了在典型高中环境中实施SDLMI的基本成分,(b)分配并描述了所需成分的成本,(c)计算出17个学区340名学生在一学年使用SDLMI的平均成本为40,221.26美元(或每个学生118.30美元)的可概括估计。我们讨论了决策者如何考虑在他们的环境中使用SDLMI来最小化成本,同时最大化对过渡目标实现结果的影响。还描述了这些发现对过渡领域的几个影响。
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引用次数: 1
Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study. 面向过渡年龄青年的虚拟面试培训:准实验混合效果-实施研究
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-01 Epub Date: 2022-03-09 DOI: 10.1177/21651434221081273
Matthew J Smith, Kari Sherwood, Brittany Ross, Eugene A Oulvey, Julie A Monahan, Jessica E Sipovic, Marc S Atkins, Elizabeth C Danielson, Neil Jordan, Justin D Smith

In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a non-randomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < 0.05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.

在之前的一项随机对照试验(RCT)中,过渡年龄青年虚拟面试培训(VIT-TAY)促进了接受过渡服务的自闭症青年的就业。在这项研究中,一项非随机混合有效性-实施试验评估了viti - tay在扩展到32所学校的残疾学生时是否保持其核心实施和有效性功能。此外,我们还比较了viti - tay和虚拟现实面试培训(VR-JIT;为成人开发,以前在残疾学生中进行过评估)。viti - tay和VR-JIT的核心实现功能没有差异。参与任何一种培训都与就业显著相关(p < 0.05)。整体而言,该计划实施可行,依从性高,并可有效促进残疾学生的就业。讨论了研究和实践的局限性和意义。
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引用次数: 0
A Promising Asynchronous Online Intervention to Support General Educators’ Knowledge of Predictors of Postschool Success 一种有前景的异步在线干预,以支持普通教育工作者对课后成功预测因素的了解
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-10-27 DOI: 10.1177/21651434221131770
Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio
Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.
有残疾的学生比没有残疾的学生在毕业后获得的成功要少。直到最近,大学和就业准备工作似乎还没有明确关注残疾学生。由于大多数美国残疾学生在普通教育环境中花费时间,普通教育教师需要策略来为所有学生的大学和职业做好准备。毕业后成功的预测者似乎很理想地支持通识教育教师的这种努力。我们调查了异步在线干预的使用,以增加两名通识教育教师对毕业后成功的三个预测因素的了解。结果是有希望的,因为干预增加了参与者对三个预测因子的知识。我们分享了与研究设计相关的局限性以及对未来研究和实践的建议。
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引用次数: 0
From the Editors 来自编辑
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-10-16 DOI: 10.1177/21651434221123889
Valerie L. Mazzotti, Allison R. Lombardi
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引用次数: 0
Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students 教师行为和情感评定量表用于过渡年龄学生的有效性和可靠性证据
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-09-17 DOI: 10.1177/21651434221119794
M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein
Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.
确定学生的优势是过渡计划的核心。然而,学校人员很少使用可操作性的行为和情感优势评估,这些措施的心理测量功能尚未在过渡年龄学生中建立。在这个由两部分组成的研究中,我们使用了一个全国性的过渡年龄学生样本来检验行为和情绪评定量表-3:教师评定量表(BERS-3 TRS)分数的效度证据。研究1评估了275名有异常的学生的分数的内部结构和分数信度。研究二使用了566名学生的样本来检查有和没有异常的学生之间的分数差异。这些研究的结果为过渡性年龄学生的异常得分的有效性和解释提供了证据。
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引用次数: 0
Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students With Disabilities 残障学生升学及就业准备教师期望调查之开发与验证
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-09-01 DOI: 10.1177/21651434221116311
Jessica L. Monahan, Allison R. Lombardi, Joseph W. Madaus, Jennifer Freeman, Nicholas W. Gelbar
All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.
所有学生,包括残疾学生,都必须为大学和职业做好准备,这需要对他们抱有很高的期望(《每个学生都成功法案》,2015年)。在这项研究中,我们开发并验证了大学和职业准备教师期望调查(CCR-TES),这是一项衡量教育工作者对残疾学生(SWD)的放学后期望的工具。我们以459名教育工作者为样本,为强相关因素提供了初步证据,突出了衡量CCR的困难。结果支持一个通用的CCR因素,不变性测试结果显示CCR-TES对特殊教育和普通教育教师的功能相似。此外,研究结果还显示,教育工作者对社署的中学后期望值较低。讨论了对教师、研究人员和决策者的影响。
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引用次数: 1
The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery 支持残疾青年独立生活中心的重要性:对最大限度地提供过渡服务的关键贡献
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-20 DOI: 10.1177/21651434221116310
A. Plotner, Charles B. Walters
An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for youth and young adults with disabilities. This study explored CIL professionals’ contributions in supporting transition-age youth. Furthermore, the study examined these professionals’ perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight U.S. CILs. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed.
最大限度地为残疾青年取得积极的放学后成果的一个组成部分是机构间合作。独立生活中心(CIL)可以成为残疾青年和年轻人的重要服务提供商。本研究探讨了CIL专业人员在支持过渡年龄青年方面的贡献。此外,该研究还考察了这些专业人士的观点,即为什么CIL的参与对过渡服务的提供至关重要。由一名CIL管理员和一名为过渡年龄残疾青年提供直接服务的CIL工作人员组成的八名二人组接受了来自八个美国CIL的采访。对每份面试成绩单的主题分析得出了与CIL与特殊教育专业人员一起提供的服务范围有关的主题,以及为什么CIL专业人员认为他们参与中学过渡至关重要。调查结果包括,访谈参与者描绘了CIL在与学校合作的同时支持过渡年龄青年的三个总体领域。此外,调查结果表明,CIL参与过渡服务提供过程的关键性质植根于几个基于价值的原则。这五项基于价值观的原则如下:(a)基于赋权、自主和独立,(b)青年主导和个性化,(c)基于优势和目标驱动,(d)基于同伴和残疾自豪感驱动,以及(e)确保提供和获得服务。还讨论了这些发现、对实践的启示以及未来的研究方向。
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引用次数: 1
Corrigendum to A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism 对自闭症个体的基于技术的职业干预的范围审查的更正
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-08-01 DOI: 10.1177/21651434221110756
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引用次数: 0
From the Editors 来自编辑
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-07-09 DOI: 10.1177/21651434221110753
Val Mazzotti, Allison Lombardi
Welcome to the third issue of 2022! As we move into summer 2022, it definitely seems things are somewhat returning to normal. In May, we celebrated our first in person conference at the Division on Career Development and Transition international conference in Myrtle Beach, South Carolina. This was the first in person event since fall of 2019 when we were all together in Seattle, Washington. It was great to see many of you at our Career Development and Transition for Exceptional Individuals (CDTEI) Editorial Board meeting in person at DCDT. As editors of CDTEI, we continue to be proud of the field of secondary transition and greatly appreciative of the continued, rigorous work of our reviewers and authors. We are excited to share issue 45:3 with you.
欢迎来到《2022》第三期!随着我们进入2022年夏季,一切似乎都在某种程度上恢复正常。今年5月,我们在南卡罗来纳州默特尔比奇举行的职业发展和转型司国际会议上庆祝了我们的第一次面对面会议。这是自2019年秋天我们在华盛顿州西雅图聚会以来的首次面对面活动。很高兴能在DCDT亲自参加我们的职业发展与转型(CDTEI)编辑委员会会议。作为CDTEI的编辑,我们继续为二级过渡领域感到自豪,并非常感谢我们的审稿人和作者持续严谨的工作。我们很高兴能和大家分享第45:3期。
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引用次数: 0
Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum 作为年轻人大学过渡计划的一部分,缩写和改编的PEERS®课程对自闭症谱系的影响
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-05-20 DOI: 10.1177/21651434221098411
Sarah K. Howorth, Deborah L. Rooks-Ellis, A. Cobo-Lewis, Joshua P. Taylor, C. Moody
College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.
自闭症谱系的大学生报告了以下支持需求:人际交往技能和应对意外变化。这项试点研究的目的是调查使用PEERS®课程元素的人际技能研讨会对三名自闭症谱系的年轻人获得对话行为的影响,他们正在参加一项旨在帮助个人准备和熟悉大学生活的夏季大学过渡计划。使用了跨行为的多探针设计。根据视觉分析,参与和获得基本会话技能之间没有建立功能关系。我们的研究结果为国家职业康复机构和高等教育机构如何合作为患有自闭症谱系障碍的大学生提供有效支持提供了一个模型。
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引用次数: 0
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Career Development and Transition for Exceptional Individuals
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