Pub Date : 2021-01-28DOI: 10.1177/2165143420984797
Ellie C. Hartman, Weneaka D. Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey A. Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, C. Anderson
Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.
{"title":"Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income","authors":"Ellie C. Hartman, Weneaka D. Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey A. Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, C. Anderson","doi":"10.1177/2165143420984797","DOIUrl":"https://doi.org/10.1177/2165143420984797","url":null,"abstract":"Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"96 1","pages":"97 - 109"},"PeriodicalIF":3.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420984797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65644414","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 : 2021-01-28DOI: 10.1177/2165143420982923
Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie M. Chong
We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.
{"title":"National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities","authors":"Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie M. Chong","doi":"10.1177/2165143420982923","DOIUrl":"https://doi.org/10.1177/2165143420982923","url":null,"abstract":"We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"216 - 228"},"PeriodicalIF":3.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420982923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47657178","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 : 2021-01-27DOI: 10.1177/2165143420986465
Kelli Crane, M. Gramlich, Richard G. Luecking, P. B. Gold, Taylor R Morris
Transition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure youth with disabilities experience strong employment outcomes. Maryland PROMISE was a statewide experimental, multicomponent, and community-based transition project that served 997 youth receiving Supplemental Security Income and their families. To ensure that staff effectively delivered services, Maryland PROMISE provided carefully designed professional development activities that included training, field-based coaching, and performance monitoring. This article reports on the Maryland PROMISE capacity building activities for project staff, provides data on the results of that process, and offers implications for the effective delivery of community-based transition services.
{"title":"Staff Capacity Building and Accountability in Transition Services","authors":"Kelli Crane, M. Gramlich, Richard G. Luecking, P. B. Gold, Taylor R Morris","doi":"10.1177/2165143420986465","DOIUrl":"https://doi.org/10.1177/2165143420986465","url":null,"abstract":"Transition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure youth with disabilities experience strong employment outcomes. Maryland PROMISE was a statewide experimental, multicomponent, and community-based transition project that served 997 youth receiving Supplemental Security Income and their families. To ensure that staff effectively delivered services, Maryland PROMISE provided carefully designed professional development activities that included training, field-based coaching, and performance monitoring. This article reports on the Maryland PROMISE capacity building activities for project staff, provides data on the results of that process, and offers implications for the effective delivery of community-based transition services.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"89 - 96"},"PeriodicalIF":3.3,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420986465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462040","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 : 2021-01-23DOI: 10.1177/2165143420988527
K. H. Yeager, J. Morgan, M. R. Brown, Kyle Higgins, I. Jackson
A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.
{"title":"Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders","authors":"K. H. Yeager, J. Morgan, M. R. Brown, Kyle Higgins, I. Jackson","doi":"10.1177/2165143420988527","DOIUrl":"https://doi.org/10.1177/2165143420988527","url":null,"abstract":"A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"241 - 252"},"PeriodicalIF":3.3,"publicationDate":"2021-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420988527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46435451","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 : 2021-01-21DOI: 10.1177/2165143420988492
Magen Rooney-Kron, S. Dymond
This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (N = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.
{"title":"Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences","authors":"Magen Rooney-Kron, S. Dymond","doi":"10.1177/2165143420988492","DOIUrl":"https://doi.org/10.1177/2165143420988492","url":null,"abstract":"This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (N = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"229 - 240"},"PeriodicalIF":3.3,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420988492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49560772","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 : 2020-12-31DOI: 10.1177/2165143420980458
David E. Emenheiser, Corinne Weidenthal, Selete K. Avoke, Marlene Simon-Burroughs
Promoting the Readiness of Minors in Supplemental Security Income (PROMISE), a study of 13,444 randomly assigned youth and their families, includes six model demonstration projects and a technical assistance center funded through the U.S. Department of Education and a national evaluation of the model demonstration projects funded through the Social Security Administration. The Departments of Labor and Health and Human Services and the Executive Office of the President partnered with the Department of Education and Social Security Administration to develop and monitor the PROMISE initiative. This article provides an overview of PROMISE as the introduction to this special issue of Career Development and Transition for Exceptional Individuals.
{"title":"Overview of PROMISE","authors":"David E. Emenheiser, Corinne Weidenthal, Selete K. Avoke, Marlene Simon-Burroughs","doi":"10.1177/2165143420980458","DOIUrl":"https://doi.org/10.1177/2165143420980458","url":null,"abstract":"Promoting the Readiness of Minors in Supplemental Security Income (PROMISE), a study of 13,444 randomly assigned youth and their families, includes six model demonstration projects and a technical assistance center funded through the U.S. Department of Education and a national evaluation of the model demonstration projects funded through the Social Security Administration. The Departments of Labor and Health and Human Services and the Executive Office of the President partnered with the Department of Education and Social Security Administration to develop and monitor the PROMISE initiative. This article provides an overview of PROMISE as the introduction to this special issue of Career Development and Transition for Exceptional Individuals.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"69 - 74"},"PeriodicalIF":3.3,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420980458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46391367","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 : 2020-12-30DOI: 10.1177/2165143420982245
E. Carter, Valerie L. Mazzotti
{"title":"Looking Ahead with Optimism and Gratitude","authors":"E. Carter, Valerie L. Mazzotti","doi":"10.1177/2165143420982245","DOIUrl":"https://doi.org/10.1177/2165143420982245","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"3 - 3"},"PeriodicalIF":3.3,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420982245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47349750","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 : 2020-12-22DOI: 10.1177/2165143420976526
Joseph W. Madaus, Nicholas W. Gelbar, Lyman L. Dukes, Ashley Taconet, Michael N. Faggella-Luby
Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.
{"title":"Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?","authors":"Joseph W. Madaus, Nicholas W. Gelbar, Lyman L. Dukes, Ashley Taconet, Michael N. Faggella-Luby","doi":"10.1177/2165143420976526","DOIUrl":"https://doi.org/10.1177/2165143420976526","url":null,"abstract":"Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"191 - 202"},"PeriodicalIF":3.3,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420976526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43310349","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 : 2020-11-13DOI: 10.1177/2165143420967662
S. Curtiss, Gloria K. Lee, Jina Chun, Heekyung Lee, H. Kuo, Danielle Ami-Narh
Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: normative hopes, living with uncertainty, mismatch of reality and expectations, impairments shape expectations, and services dictate expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.
{"title":"Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood","authors":"S. Curtiss, Gloria K. Lee, Jina Chun, Heekyung Lee, H. Kuo, Danielle Ami-Narh","doi":"10.1177/2165143420967662","DOIUrl":"https://doi.org/10.1177/2165143420967662","url":null,"abstract":"Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: normative hopes, living with uncertainty, mismatch of reality and expectations, impairments shape expectations, and services dictate expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"174 - 185"},"PeriodicalIF":3.3,"publicationDate":"2020-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420967662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42856724","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 : 2020-10-10DOI: 10.1177/2165143420959793
Valerie L. Mazzotti, D. Rowe, Stephen M. Kwiatek, Ashley P. Voggt, Wen-hsuan Chang, C. Fowler, Marcus I. Poppen, J. Sinclair, D. Test
Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.
{"title":"Secondary Transition Predictors of Postschool Success: An Update to the Research Base","authors":"Valerie L. Mazzotti, D. Rowe, Stephen M. Kwiatek, Ashley P. Voggt, Wen-hsuan Chang, C. Fowler, Marcus I. Poppen, J. Sinclair, D. Test","doi":"10.1177/2165143420959793","DOIUrl":"https://doi.org/10.1177/2165143420959793","url":null,"abstract":"Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"44 1","pages":"47 - 64"},"PeriodicalIF":3.3,"publicationDate":"2020-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420959793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41618219","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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