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Career Development and Transition for Exceptional Individuals最新文献

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Mental Health of Female Adolescents With Disabilities: Considerations for Career Development 残疾女性青少年心理健康:职业发展的思考
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-01-13 DOI: 10.1177/21651434211067769
Emily D. Walden, Atika Khurana, L. Leve, L. Lindstrom
Female adolescents with disabilities are at an increased risk for mental health concerns, which can negatively impact their self-determination, making transition to postschool opportunities difficult. We analyzed two waves of survey data from 366 female adolescents with disabilities, recruited from 26 U.S. public high schools, as part of a randomized controlled trial of a career development intervention. Participants with mental health concerns evidenced a slower increase in self-determination over the follow-up period than those without such concerns. Individuals assigned to the intervention condition experienced significant gains in self-determination compared with the control. Findings suggest that mental health concerns can operate as a barrier to growth in self-determination skills among this population, though targeted interventions can help in boosting these skills.
残疾女性青少年面临心理健康问题的风险增加,这可能会对她们的自决产生负面影响,使她们很难过渡到放学后的机会。作为职业发展干预的随机对照试验的一部分,我们分析了来自26所美国公立高中的366名残疾女性青少年的两波调查数据。有心理健康问题的参与者在随访期内的自决能力增长速度慢于没有这种问题的参与者。与对照组相比,被分配到干预条件下的个体在自决方面取得了显著的进步。研究结果表明,心理健康问题可能会阻碍这一人群自决技能的增长,尽管有针对性的干预措施有助于提高这些技能。
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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 : 2022-01-04 DOI: 10.1177/21651434211069015
Valerie L. Mazzotti, Allison R. Lombardi
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引用次数: 0
Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment 父母期望、聋人青少年期望和过渡目标作为高等教育入学的预测因素
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-01-04 DOI: 10.1177/21651434211067425
P. Johnson, Lynn A. Newman, Stephanie W. Cawthon, H. Javitz
This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year colleges, and career and technical education (CTE) schools. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and it significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.
这项研究使用了国家纵向过渡研究-2(NLTS2)数据集来确定期望和过渡规划目标对聋人青年中学后教育入学的影响。倾向评分建模结果表明,聋人青年及其父母的高期望值显著预测了2年制和4年制大学以及职业和技术教育(CTE)学校的中学后教育入学率。作为聋人青年过渡规划目标的大学入学率也显著预测了所有三种类型的中学后教育机构的入学率。作为聋人青年过渡计划目标的中学后CTE入学率对CTE和两年制大学的入学结果没有影响,而且显著降低了他们上四年制大学的几率。讨论了有关期望和过渡计划目标的影响。
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引用次数: 4
Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools 复杂的指导:中学干预措施实施的经验教训
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-09-11 DOI: 10.1177/21651434211041909
Suzanne Kucharczyk, K. Szidon, L. J. Hall
High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.
作为教育工作者实施基于证据的实践的背景,高中具有巨大的潜力,这些实践证明可以改变患有自闭症谱系障碍(ASD)的青少年的毕业后结果。不幸的是,教育工作者对使用过渡和残疾为重点的循证实践感到措手不及。指导,作为有效的专业发展的一个基本特征,是支持教育工作者发展使用这些实践的能力的一个重要过程。为了了解在复杂的高中环境中使用辅导的情况,本文描述了ASD学生中等教育中心在30所学校实施以残疾和过渡为重点的综合干预措施所使用的模型,并分析了辅导数据,为中学从业人员提供专业发展支持提供经验教训。讨论了研究和实践的局限性和意义。
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引用次数: 4
Transition to Adulthood: Perspectives of Korean Immigrant Parents of Individuals With Intellectual and Developmental Disabilities 向成年过渡:智力和发育障碍个体的韩国移民父母的视角
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-09-06 DOI: 10.1177/21651434211043440
Irang Kim, Sarah Dababnah
As the United States grows more racially and ethnically diverse, Koreans have become one of the largest ethnic minority populations. We conducted this qualitative study to explore the perspectives of Korean immigrant parents about their child’s future and the factors that shape those perspectives. We used modified grounded theory methods. Twenty Korean immigrant parents of children and adults with intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.
随着美国的种族和民族越来越多样化,韩国人已经成为美国最大的少数民族之一。本研究旨在探讨韩国移民父母对子女未来的看法,以及影响这些看法的因素。我们采用改进的扎根理论方法。20名有智力和发育障碍的儿童和成人的韩国移民父母参与了这项研究。出现了四个主题:驾驭复杂而有限的服务系统,通过工作和高等教育维持安全和关系,在家持续的父母照顾,以及对文化相关的成人服务的需求。我们讨论了文化响应实践和包容性研究的意义。
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引用次数: 2
Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability 在智障青年职业培训中使用报到/报到
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-08-31 DOI: 10.1177/21651434211041913
Olivia R. Hester, N. Swoszowski
Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.
很少有过渡研究涉及培训主管在职业培训期间与智障人士互动和传递反馈。我们使用跨参与者的多基线设计来检验适应性报到/离职(CICO)干预的有效性,以提高主管在职业培训期间向智障实习生提供绩效反馈的比率。CICO的干预有效地提高了每位主管的绩效反馈率。我们建议研究和实践侧重于培训主管使用CICO干预来帮助培养自然的工作支持。
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引用次数: 1
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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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引用次数: 2
期刊
Career Development and Transition for Exceptional Individuals
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