首页 > 最新文献

Career Development and Transition for Exceptional Individuals最新文献

英文 中文
A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism 自闭症患者基于技术的职业干预范围综述
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-08-31 DOI: 10.1177/21651434211041608
So Yoon Kim, S. Crowley, Youngsun Lee
This scoping review synthesized existing literature to address what is known about technology-based employment interventions for individuals with autism and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of individuals with autism. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-age students digital literacy skills and transferable skills for a wide range of job options.
本综述综合了现有文献,探讨了对自闭症患者进行基于技术的就业干预的已知情况以及这些干预是如何进行的。系统的多数据库检索产生了48项研究(362名参与者;平均年龄20.5岁;85.3%男性),符合纳入标准。使用频率最高的是手机/平板电脑;33项研究使用技术设备进行视频建模和/或独立提示,或与提示或反馈一起使用。大多数干预措施在提高自闭症个体的工作特异性、可转移性和面试技能方面是有效的。未来的研究需要检验这些干预措施是否会导致普遍的结果和就业机会。我们还提供了实践建议,重点是向过渡年龄的学生传授数字素养技能和广泛的工作选择的可转移技能。
{"title":"A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism","authors":"So Yoon Kim, S. Crowley, Youngsun Lee","doi":"10.1177/21651434211041608","DOIUrl":"https://doi.org/10.1177/21651434211041608","url":null,"abstract":"This scoping review synthesized existing literature to address what is known about technology-based employment interventions for individuals with autism and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of individuals with autism. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-age students digital literacy skills and transferable skills for a wide range of job options.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"44 - 56"},"PeriodicalIF":3.3,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43592030","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}
引用次数: 8
Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks 培养职业教练实施系统教学策略教授职业任务
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-08-29 DOI: 10.1177/21651434211041918
John D. Wenzel, M. Fisher, Matthew T. Brodhead
Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.
职业教练通常没有接受过培训,无法实施系统的教学策略,向有智力和发育障碍的学生教授职业技能。本研究复制并扩展了Brock等人设计的职业教练行为技能培训计划的评估。(2016)教参与者实施任务分析、同时提示和最少提示系统,向IDD学生教授职业任务。我们使用了多探针设计,在三名参与者中复制了不同策略的探针条件,以评估获取和概括。参与者在与参与者的模拟评估中展示了对三种教学策略的掌握,并广泛使用这些策略向患有IDD的实习学生教授新的职业任务。讨论了对未来研究和实践的启示。
{"title":"Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks","authors":"John D. Wenzel, M. Fisher, Matthew T. Brodhead","doi":"10.1177/21651434211041918","DOIUrl":"https://doi.org/10.1177/21651434211041918","url":null,"abstract":"Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"71 - 85"},"PeriodicalIF":3.3,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43853164","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}
引用次数: 5
Transition Discoveries: Participatory Action Research to Design Pathways to Success 转型发现:设计成功之路的参与式行动研究
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-07-01 DOI: 10.1177/21651434211026165
J. Kester, M. Flanagan, Julie Stella
A multiyear critical participatory action research study was conducted with a total of 503 youth and young adults with disabilities (ages 14–25), family members, and transition stakeholders across the U.S. commonwealth of Pennsylvania. Youth and young adults with disabilities, families, and stakeholders served as participant researchers who collaborated in operationalizing post-school outcomes and the high-quality transition practices, resources, services, and supports that contribute to achieving them. As a result of this study, the Transition Discoveries Quality Indicator Framework was developed. We provide examples of how the content of this framework can be used to design experiences for youth and families to learn about transition planning, programs, and services. Guidelines for ecologically relevant research and implications for practice in secondary transition are provided.
一项为期数年的关键参与性行动研究对美国宾夕法尼亚州联邦的503名残疾青年和年轻成人(14-25岁)、家庭成员和过渡利益相关者进行了调查。有残疾的青年和年轻人、家庭和利益相关者作为参与研究人员,合作实施学校毕业后的成果,以及有助于实现这些成果的高质量过渡实践、资源、服务和支持。作为这项研究的结果,开发了过渡性发现质量指标框架。我们提供了一些例子,说明如何使用该框架的内容为青年和家庭设计体验,以了解过渡计划、方案和服务。提供了与生态相关的研究指南和对二次过渡实践的启示。
{"title":"Transition Discoveries: Participatory Action Research to Design Pathways to Success","authors":"J. Kester, M. Flanagan, Julie Stella","doi":"10.1177/21651434211026165","DOIUrl":"https://doi.org/10.1177/21651434211026165","url":null,"abstract":"A multiyear critical participatory action research study was conducted with a total of 503 youth and young adults with disabilities (ages 14–25), family members, and transition stakeholders across the U.S. commonwealth of Pennsylvania. Youth and young adults with disabilities, families, and stakeholders served as participant researchers who collaborated in operationalizing post-school outcomes and the high-quality transition practices, resources, services, and supports that contribute to achieving them. As a result of this study, the Transition Discoveries Quality Indicator Framework was developed. We provide examples of how the content of this framework can be used to design experiences for youth and families to learn about transition planning, programs, and services. Guidelines for ecologically relevant research and implications for practice in secondary transition are provided.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"31 - 43"},"PeriodicalIF":3.3,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441902","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}
引用次数: 3
Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools 自我定义:过渡协调员对学校角色的概念
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-05-03 DOI: 10.1177/21651434211010687
Jennifer L. Lillis, Elisabeth L. Kutscher
Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.
转换协调器是交付高质量转换服务的关键角色,但是人们对它们如何解释和执行自己的角色知之甚少。这项定性研究考察了过渡协调员如何概念化他们的角色和塑造其有效性的因素。涌现的主题揭示了过渡协调者将他们的角色广泛地概念化为模糊的、自主的、不断发展的和关系的。他们确定了他们优先考虑的责任和计划,以推动结构和文化变革。与会者进一步确定了影响过渡实践实施的关系和后勤因素,强调了利益相关者参与的重要性。明确定义和良好支持的角色可以帮助过渡协调员利用他们的专业知识,确保残疾学生准备好追求自主的人生目标。
{"title":"Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools","authors":"Jennifer L. Lillis, Elisabeth L. Kutscher","doi":"10.1177/21651434211010687","DOIUrl":"https://doi.org/10.1177/21651434211010687","url":null,"abstract":"Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"17 - 30"},"PeriodicalIF":3.3,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/21651434211010687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051279","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}
引用次数: 2
Improving the Adult Outcomes for SSI Youth Recipients: Introduction to a Special Series on PROMISE 改善SSI青少年接受者的成人成果:关于承诺的特别系列介绍
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-05-01 DOI: 10.1177/2165143420980726
Kelli Crane, Ellie C. Hartman, Kelly M. Nye-Lengerman
{"title":"Improving the Adult Outcomes for SSI Youth Recipients: Introduction to a Special Series on PROMISE","authors":"Kelli Crane, Ellie C. Hartman, Kelly M. Nye-Lengerman","doi":"10.1177/2165143420980726","DOIUrl":"https://doi.org/10.1177/2165143420980726","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"67 - 68"},"PeriodicalIF":3.3,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420980726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41343245","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}
引用次数: 0
Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans 就业前过渡服务的实施:劳动力创新与机会法案州计划的内容分析
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-02-22 DOI: 10.1177/2165143421993027
Joshua P. Taylor, Holly N. Whittenburg, Magen Rooney-Kron, Tonya Gokita, Stephanie Lau, Colleen A. Thoma, LaRon A. Scott
Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA state implementation plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.
许多残疾青年的竞争性综合就业率和高等教育参与率一直很低。2014年,《劳动力创新和机会法》确立了一项政策重点,将CIE作为为青年和残疾人提供职业服务的目标。此外,WIOA为就业前过渡服务(Pre-ETS)提供了服务,以确保国家职业康复机构将足够的资源集中用于过渡年龄的青年。本研究使用内容分析深入研究了WIOA州实施计划的样本,以确定州VR机构如何优先向残疾青年提供学前教育服务。对国家计划的分析产生了三个新的主题:(a)教学优先事项,(b)教学背景,以及(c)利益相关者网络。我们讨论了这些主题对未来与残疾人就业相关的研究、政策和实践的影响。
{"title":"Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans","authors":"Joshua P. Taylor, Holly N. Whittenburg, Magen Rooney-Kron, Tonya Gokita, Stephanie Lau, Colleen A. Thoma, LaRon A. Scott","doi":"10.1177/2165143421993027","DOIUrl":"https://doi.org/10.1177/2165143421993027","url":null,"abstract":"Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA state implementation plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"60 - 70"},"PeriodicalIF":3.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143421993027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45372025","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}
引用次数: 7
Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities 促进转型期残疾青年就业的个案管理策略
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-02-20 DOI: 10.1177/2165143421991826
Sara McCormick, Noelle K. Kurth, Catherine E. Chambless, Catherine Ipsen, Jean P. Hall
Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.
过渡性残疾学生在毕业后就业方面处于不利地位。本文探讨了ASPIRE案例管理者在促进接受SSI的过渡年龄残疾青年就业方面的作用。定性和定量研究审查了与就业有关的方案因素。结果显示,更高的面对面案例管理会议率和早期就业经历与改善的就业结果有关。有效的病例管理人员与家庭的互动具有持久性、灵活性和整体性的特点。跨越独立生活、教育和就业领域的成年过渡期的病例管理非常重要。跨领域个案管理模式可有效减轻残疾和贫困家庭在自给自足方面遇到的多重障碍。对研究和实践的限制和影响也包括在内。
{"title":"Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities","authors":"Sara McCormick, Noelle K. Kurth, Catherine E. Chambless, Catherine Ipsen, Jean P. Hall","doi":"10.1177/2165143421991826","DOIUrl":"https://doi.org/10.1177/2165143421991826","url":null,"abstract":"Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"120 - 131"},"PeriodicalIF":3.3,"publicationDate":"2021-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143421991826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45672378","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}
引用次数: 2
Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates 追求毕业:年轻SSI获得者追求文凭或证书的工作经验支持差异
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-02-19 DOI: 10.1177/2165143421989409
Mari S. Guillermo, M. Tucker, V. Corona, F. R. McFarlane, Ron Jacobs
Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths’ safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.
参加个性化教育计划(IEPs)或第504节计划的学生在离开中学教育时可以获得文凭或完成证书。本研究考察了在高中毕业时获得高中文凭或结业证书的学生在职业和工作基础学习服务和工作经历方面的差异。对969名残疾学生的个案服务数据进行分析。结果表明,不同群体在职业和工作基础服务的数量和类型、工作经历、高中毕业后的期望以及父母表达的与工作相关的担忧方面存在差异。通过职业类型和工作经历观察各组之间的差异。获得文凭的人希望工作和上大学的比例明显更高。这两个群体的父母都对他们的孩子失去补充安全收入(SSI)以及他们的孩子的安全和独立工作的能力表示担忧。提供了研究、政策和实践的局限性和启示。
{"title":"Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates","authors":"Mari S. Guillermo, M. Tucker, V. Corona, F. R. McFarlane, Ron Jacobs","doi":"10.1177/2165143421989409","DOIUrl":"https://doi.org/10.1177/2165143421989409","url":null,"abstract":"Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths’ safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"110 - 119"},"PeriodicalIF":3.3,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143421989409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41987746","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}
引用次数: 3
Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions 运用基于读写能力的行为干预对患有IDD的大学生进行虚拟面试技巧教学
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-02-11 DOI: 10.1177/2165143421989408
Angelica Downey, Ayse Torres, Kelly B. Kearney, M. Brady, Joshua Katz
College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.
患有智力和发育障碍(IDD)的大学生在找工作方面面临挑战,他们往往缺乏正式面试所需的沟通和社交技能。COVID-19大流行使面试变得复杂,迫使学生在网上搜索并参加虚拟面试。本研究采用多探针设计,对虚拟求职面试中基于读写能力的行为干预(LBBIs)的习得情况进行了研究。通过视频会议平台,学生们回答了作为雇主的研究人员提出的面试问题。LBBIs是定制的,结合了学生的输入。结果表明,LBBIs在教授和维持虚拟面试技巧方面是有效的,并且适用于新雇主。研究结果对使用LBBIs教授IDD学生虚拟面试技巧以及包括这些学生在内的研究人员进行远程教学具有启示意义。
{"title":"Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions","authors":"Angelica Downey, Ayse Torres, Kelly B. Kearney, M. Brady, Joshua Katz","doi":"10.1177/2165143421989408","DOIUrl":"https://doi.org/10.1177/2165143421989408","url":null,"abstract":"College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"4 - 16"},"PeriodicalIF":3.3,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143421989408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41362183","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}
引用次数: 0
SSI Youth and Family Case Management: A Taxonomy of Critical Factors, Competencies, and Translation to Practice SSI青年和家庭案例管理:关键因素,能力和转化为实践的分类
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2021-02-01 DOI: 10.1177/2165143420986758
T. Golden, Andrew J. Karhan, Adene P. Karhan, Sarah Prenovitz
Youth who receive Supplemental Security Income (SSI) benefits experience disparate educational, employment, and economic outcomes when compared to youth with disabilities who do not receive these entitlements. Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) was a 6-year national research demonstration project that designed, implemented, and evaluated interventions that led to more successful postschool outcomes for youth SSI recipients ages 14 to 16. Although prior research demonstrations have been conducted testing the combination of case management with other services and supports with SSI populations, research on the taxonomy of those case management strategies considered most effective in supporting positive postschool outcomes is very limited. This article presents a comprehensive taxonomy of case management that provides a common frame of reference for future research on effective case management strategies and translation to practice by discussing implications for policy, practice, and further research when supporting successful postschool outcomes of youth SSI recipients.
与没有获得这些福利的残疾青年相比,获得补充安全收入(SSI)福利的青年在教育、就业和经济方面的成就截然不同。促进未成年人在补充安全收入方面的准备(PROMISE)是一项为期6年的国家研究示范项目,旨在设计、实施和评估干预措施,从而为14至16岁的青少年SSI受助人带来更成功的毕业后结果。尽管先前的研究已经进行了示范,测试了案例管理与其他服务和支持SSI人群的结合,但对那些被认为最有效的案例管理策略的分类研究非常有限。本文提出了一个全面的案例管理分类,通过讨论政策、实践和进一步研究在支持青年SSI接受者成功的毕业后成果时的影响,为未来有效的案例管理策略研究和实践转化提供了一个共同的参考框架。
{"title":"SSI Youth and Family Case Management: A Taxonomy of Critical Factors, Competencies, and Translation to Practice","authors":"T. Golden, Andrew J. Karhan, Adene P. Karhan, Sarah Prenovitz","doi":"10.1177/2165143420986758","DOIUrl":"https://doi.org/10.1177/2165143420986758","url":null,"abstract":"Youth who receive Supplemental Security Income (SSI) benefits experience disparate educational, employment, and economic outcomes when compared to youth with disabilities who do not receive these entitlements. Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) was a 6-year national research demonstration project that designed, implemented, and evaluated interventions that led to more successful postschool outcomes for youth SSI recipients ages 14 to 16. Although prior research demonstrations have been conducted testing the combination of case management with other services and supports with SSI populations, research on the taxonomy of those case management strategies considered most effective in supporting positive postschool outcomes is very limited. This article presents a comprehensive taxonomy of case management that provides a common frame of reference for future research on effective case management strategies and translation to practice by discussing implications for policy, practice, and further research when supporting successful postschool outcomes of youth SSI recipients.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"75 - 88"},"PeriodicalIF":3.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420986758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45861641","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}
引用次数: 2
期刊
Career Development and Transition for Exceptional Individuals
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1