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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 Q1 Social Sciences Pub Date : 2021-05-01 DOI: 10.1177/2165143420980726
Kelli Crane, Ellie C. Hartman, Kelly M. Nye-Lengerman
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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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 Q1 Social Sciences 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。
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引用次数: 2
Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income 接受补充保障收入的青年就业结果的人口统计学和过渡服务预测因素
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-01-28 DOI: 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.
接受补充安全收入(SSI)福利的不同种族和民族的残疾青年被随机分配到通常的服务,包括可用的学校和职业康复(VR)过渡服务,或通过威斯康星州促进未成年人在SSI (PROMISE)联邦示范赠款加强个案管理和过渡服务。分层逻辑回归分析表明,年龄增加、非裔美国人、有精神残疾和过渡服务预示着更高的青年就业率。然而,在VR服务存在的情况下,增强的PROMISE过渡服务不再显著,这表明增强服务的效果是通过增加VR参与度来调节的。讨论了学校和国家虚拟现实过渡服务与高等教育竞争性综合就业结果之间的关系的局限性和影响。
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引用次数: 1
National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities 中学英语残疾学生自主性特征的民族图景
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-01-28 DOI: 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.
基于对2012年全国纵向过渡研究(NLTS,2012)的二次分析,我们研究了中学残疾英语学习者的自决能力。残疾英语学习者的自决特征与其他残疾学生、英语学习者和普通人群中非英语学习者学生的自决特征显著不同,包括他们不太可能自主行动或报告与赋权或自我实现相关的行为。多变量分析确定了与自决方面的差异相关的几个学生和家庭特征,包括年龄、性别和中学后期望。讨论了对实践和研究的影响,包括在选择、实施和评估残疾英语学习者的自决干预措施时考虑这些因素的重要性。
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引用次数: 5
Staff Capacity Building and Accountability in Transition Services 过渡服务的工作人员能力建设和问责制
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-01-27 DOI: 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.
过渡服务,特别是那些以工作为基础的学习经验的服务,通常需要指定的工作人员将大部分时间花在实地。它们还要求工作人员具备适当和有效地提供这些服务的技能和支持。培训和监测这些工作人员对于确保残疾青年获得良好的就业成果至关重要。马里兰承诺是一个全州范围内的实验性、多成分、以社区为基础的过渡项目,为997名领取补充安全收入的青少年及其家庭提供服务。为了确保员工有效地提供服务,Maryland PROMISE提供了精心设计的专业发展活动,包括培训、实地指导和绩效监控。本文报告了马里兰承诺项目人员的能力建设活动,提供了该过程结果的数据,并提供了有效交付基于社区的过渡服务的含义。
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引用次数: 5
Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders 高中情绪行为障碍学生的过渡优势与需求
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2021-01-23 DOI: 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.
基于优势的过渡评估和规划方法可以确保特殊教育服务以人为中心。为了更好地了解情绪和行为障碍(EBD)学生的优势和需求,我们比较了三所公立高中学生及其老师的看法。对过渡评估、访谈和教育文件的趋同混合方法分析揭示了不同观点之间的显著差异。在过渡规划量表-2中,11个领域中有8个领域的学生评分(n=8)高于教师评分(n=8)。面试记录和过渡计划文件显示,在与职业相关的技能、学术科目和技能以及个人特征方面,优势和需求存在差异。基于这些发现,我们提出了进一步研究的建议和对实践的启示。
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引用次数: 4
期刊
Career Development and Transition for Exceptional Individuals
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