BACKGROUND: Commitments to Employment First fluctuate among service providers nationwide. The Supported Employment field is also experiencing a workforce retention crisis. A structured onboarding process is often non-existent or siloed within the literal and figurative walls of the provider agency. This article summarizes a presentation selected for the 2022 National APSE Conference entitled Impactful Onboarding for Supported Employment Professionals which explores onboarding concepts and strategies for newly hired Employment Support Professionals that align with Employment First principles. OBJECTIVE: The purpose of the presentation was to promote the purposeful design and implementation of an onboarding that engages new Employment Support Professionals around each service provider’s vision, values, and processes while equipping them with quality training and instruction that aligns with Employment First and the standards of practice across the Supported Employment field. CONCLUSION: Developing an Employment First focused onboarding for newly hired Employment Support Professionals is integral to the efficacy of direct services.
{"title":"Impactful onboarding for supported employment professionals: A firm foundation for employment first supports","authors":"Vikki Ortiz","doi":"10.3233/jvr-230017","DOIUrl":"https://doi.org/10.3233/jvr-230017","url":null,"abstract":"BACKGROUND: Commitments to Employment First fluctuate among service providers nationwide. The Supported Employment field is also experiencing a workforce retention crisis. A structured onboarding process is often non-existent or siloed within the literal and figurative walls of the provider agency. This article summarizes a presentation selected for the 2022 National APSE Conference entitled Impactful Onboarding for Supported Employment Professionals which explores onboarding concepts and strategies for newly hired Employment Support Professionals that align with Employment First principles. OBJECTIVE: The purpose of the presentation was to promote the purposeful design and implementation of an onboarding that engages new Employment Support Professionals around each service provider’s vision, values, and processes while equipping them with quality training and instruction that aligns with Employment First and the standards of practice across the Supported Employment field. CONCLUSION: Developing an Employment First focused onboarding for newly hired Employment Support Professionals is integral to the efficacy of direct services.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"06 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85974367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Ostrow, J. Cook, M. Salzer, M. Pelot, J. Burke-Miller
BACKGROUND: Certified peer specialists (CPS) serve a critical role in the behavioral health workforce, but little is known about their job quality or financial well-being. OBJECTIVE: Using cross-sectional analysis of baseline data from a three-year study of recently certified individuals, we examine the quality of peer specialist (PS) jobs in terms of wage, hours worked, and tenure, and CPS financial well-being (FWB). We also examine whether PS jobs are higher quality and enhance CPS FWB compared to non-PS jobs worked by CPS. Research on job quality and FWB can be used to enhance the peer specialist workforce. METHODS: A sample of 448 employed adults with a recently completed CPS credential participated in an online survey about job characteristics and FWB. RESULTS: Compared to Bureau of Labor Statistics data on comparable non-peer Community/Social Service occupations, PS jobs are lower wage and have shorter job tenure. Compared to the general workforce, PS jobs are more often part-time. Compared to a national survey of all adults in the United States, CPS report lower FWB regardless of job type and are at risk of financial hardship. In multivariable analyses and compared to non-PS jobs, PS jobs were not associated with significantly higher wages, more full-time status, longer tenure, or greater FWB. Higher wage jobs among CPS were associated with higher education, being a Veteran, and residence in an urban/suburban region rather than small town or rural setting. Full-time work was associated with not receiving federal disability benefits. CPS FWB was associated with higher hourly wage, older age, Latinx ethnicity, Veteran status, and better physical health. CONCLUSION: CPS are at risk of financial hardship. Among recently certified CPS, working in PS jobs was not associated with higher wages or greater financial wellbeing compared to CPS working in other jobs.
{"title":"Multi-state survey of wages and financial well-being of mental health peer specialists","authors":"L. Ostrow, J. Cook, M. Salzer, M. Pelot, J. Burke-Miller","doi":"10.3233/jvr-230021","DOIUrl":"https://doi.org/10.3233/jvr-230021","url":null,"abstract":"BACKGROUND: Certified peer specialists (CPS) serve a critical role in the behavioral health workforce, but little is known about their job quality or financial well-being. OBJECTIVE: Using cross-sectional analysis of baseline data from a three-year study of recently certified individuals, we examine the quality of peer specialist (PS) jobs in terms of wage, hours worked, and tenure, and CPS financial well-being (FWB). We also examine whether PS jobs are higher quality and enhance CPS FWB compared to non-PS jobs worked by CPS. Research on job quality and FWB can be used to enhance the peer specialist workforce. METHODS: A sample of 448 employed adults with a recently completed CPS credential participated in an online survey about job characteristics and FWB. RESULTS: Compared to Bureau of Labor Statistics data on comparable non-peer Community/Social Service occupations, PS jobs are lower wage and have shorter job tenure. Compared to the general workforce, PS jobs are more often part-time. Compared to a national survey of all adults in the United States, CPS report lower FWB regardless of job type and are at risk of financial hardship. In multivariable analyses and compared to non-PS jobs, PS jobs were not associated with significantly higher wages, more full-time status, longer tenure, or greater FWB. Higher wage jobs among CPS were associated with higher education, being a Veteran, and residence in an urban/suburban region rather than small town or rural setting. Full-time work was associated with not receiving federal disability benefits. CPS FWB was associated with higher hourly wage, older age, Latinx ethnicity, Veteran status, and better physical health. CONCLUSION: CPS are at risk of financial hardship. Among recently certified CPS, working in PS jobs was not associated with higher wages or greater financial wellbeing compared to CPS working in other jobs.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"33 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88175581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angelica Downey, Kelly B. Kearney, Kaley Adams, M. Brady, Lauren Berlingo, Stefanie Kenney
BACKGROUND: College students with intellectual disability (ID) face many challenges while maintaining employment. These challenges encompass both social and behavioral tribulations. Increasing social skills at work is a significant goal for practitioners and educators of adults with ID. Coaching strategies such as Covert Audio Coaching (CAC) and Remote Audio Coaching (RAC) have proven effective in teaching students with ID various employment related skills. OBJECTIVE: The purpose of this study was to determine if RAC would increase on-topic workplace communication skills for college students with ID. METHODS: This study used a multiple probe design to test the effects of RAC on teaching communication skills in the workplace. In this study, college students logged onto a Zoom call to speak with a co-worker about an employment topic while the interventionist used RAC to coach the student through the conversation. RESULTS: The results of this study demonstrated that the RAC intervention was effective in increasing on-topic exchanges between college students with ID and their co-workers. CONCLUSION: The COVID-19 pandemic has shifted the workplace to virtual settings for training and work tasks. RAC can be used as an employment support for adults with ID while minimizing in person contact. Limitations and implications of this study were further described at the end of the article.
{"title":"Effects of remote audio coaching during workplace conversations for college students with intellectual disability","authors":"Angelica Downey, Kelly B. Kearney, Kaley Adams, M. Brady, Lauren Berlingo, Stefanie Kenney","doi":"10.3233/jvr-230020","DOIUrl":"https://doi.org/10.3233/jvr-230020","url":null,"abstract":"BACKGROUND: College students with intellectual disability (ID) face many challenges while maintaining employment. These challenges encompass both social and behavioral tribulations. Increasing social skills at work is a significant goal for practitioners and educators of adults with ID. Coaching strategies such as Covert Audio Coaching (CAC) and Remote Audio Coaching (RAC) have proven effective in teaching students with ID various employment related skills. OBJECTIVE: The purpose of this study was to determine if RAC would increase on-topic workplace communication skills for college students with ID. METHODS: This study used a multiple probe design to test the effects of RAC on teaching communication skills in the workplace. In this study, college students logged onto a Zoom call to speak with a co-worker about an employment topic while the interventionist used RAC to coach the student through the conversation. RESULTS: The results of this study demonstrated that the RAC intervention was effective in increasing on-topic exchanges between college students with ID and their co-workers. CONCLUSION: The COVID-19 pandemic has shifted the workplace to virtual settings for training and work tasks. RAC can be used as an employment support for adults with ID while minimizing in person contact. Limitations and implications of this study were further described at the end of the article.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"63 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81374682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Audrey A. Trainor, Lindsay E. Romano, Gracy Sarkissian, Lynn A. Newman
BACKGROUND: School closures and service disruptions related to the COVID-19 pandemic significantly impacted students’ postschool transitions. Students with disabilities who were also members of historically marginalized groups including immigrant students, multilingual students, students of color, and those experiencing poverty, were disproportionately negatively impacted by pandemic-limited services. OBJECTIVE: This paper examined the impact of the pandemic on the transition experiences of secondary students receiving both special education and English learner services. METHOD: We collected and analyzed data from ethnographic interviews with 26 students, their parents, and teachers. A close analysis of a representative case illustrates how transition education and planning were affected by challenges introduced by the COVID-19 pandemic for some of the nation’s most vulnerable students. RESULTS: Despite postsecondary education goals and high parent expectations, evidence of minimal information sharing between school and family, specific plans for goal actualization, and interruptions to service delivery negatively impacted goal attainment, tipping precariously positioned transition plans toward missed opportunities. CONCLUSION: The pandemic accentuated pre-existing inequities in transition and vocational rehabilitation (VR) services. Implications for practice and research are discussed, including the importance of supported family engagement, enhanced self-determination skills, and integrated VR services into high school special education programming.
{"title":"The COVID-19 pandemic as a tipping point: The precarity of transition for students who receive special education and English language services","authors":"Audrey A. Trainor, Lindsay E. Romano, Gracy Sarkissian, Lynn A. Newman","doi":"10.3233/jvr-230011","DOIUrl":"https://doi.org/10.3233/jvr-230011","url":null,"abstract":"BACKGROUND: School closures and service disruptions related to the COVID-19 pandemic significantly impacted students’ postschool transitions. Students with disabilities who were also members of historically marginalized groups including immigrant students, multilingual students, students of color, and those experiencing poverty, were disproportionately negatively impacted by pandemic-limited services. OBJECTIVE: This paper examined the impact of the pandemic on the transition experiences of secondary students receiving both special education and English learner services. METHOD: We collected and analyzed data from ethnographic interviews with 26 students, their parents, and teachers. A close analysis of a representative case illustrates how transition education and planning were affected by challenges introduced by the COVID-19 pandemic for some of the nation’s most vulnerable students. RESULTS: Despite postsecondary education goals and high parent expectations, evidence of minimal information sharing between school and family, specific plans for goal actualization, and interruptions to service delivery negatively impacted goal attainment, tipping precariously positioned transition plans toward missed opportunities. CONCLUSION: The pandemic accentuated pre-existing inequities in transition and vocational rehabilitation (VR) services. Implications for practice and research are discussed, including the importance of supported family engagement, enhanced self-determination skills, and integrated VR services into high school special education programming.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"30 33","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72387281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Graham G. Rifenbark, Allison R. Lombardi, Jennifer A. Freeman, Mary E. Morningstar
BACKGROUND: Proposed frameworks of college and career readiness include aspects of school climate perceptions and behavioral engagement. School climate initiatives emphasize the importance of healthy learning environments; while behavioral indicators tend to be used to identify students at-risk for disengagement, established early warning systems include few, if any, behavioral indicators. A promising and useful screening mechanism that combines behavioral indicators along with school climate perceptions may enhance identification of adolescents at risk for disengagement, academic failure, and dropout, and may ultimately improve college and career readiness. OBJECTIVE: The purpose of this study was to examine the relationship between self-reported adolescent perceptions of school climate and extant high school academic and behavioral data to create an index score which could be used as an early warning system for student disengagement. METHODS: To accomplish the stated objective, we employed structural equation modeling to estimate a multiple indicators multiple causes model using a sample of high school students (n = 5039) with and without disabilities. Extant school data included grade point average, attendance, tardies, and office discipline referrals, while school climate was measured using the Georgia Brief School Climate survey. RESULTS: Findings show evidence of a robust Adolescent Behavioral Index when controlled for disability status as those with disabilities are expected to have lower index scores indicating greater risk for school disengagement. CONCLUSION: Implications for research and practice are focused on the Adolescent Behavioral Index as a mechanism for systematic data collection that may underlie early warning systems in high schools specifically when designing college and career readiness interventions for adolescents and when identifying students who may be at risk for disengagement.
{"title":"The adolescent behavioral index: Identifying students at risk for disengagement in high school","authors":"Graham G. Rifenbark, Allison R. Lombardi, Jennifer A. Freeman, Mary E. Morningstar","doi":"10.3233/jvr-230002","DOIUrl":"https://doi.org/10.3233/jvr-230002","url":null,"abstract":"BACKGROUND: Proposed frameworks of college and career readiness include aspects of school climate perceptions and behavioral engagement. School climate initiatives emphasize the importance of healthy learning environments; while behavioral indicators tend to be used to identify students at-risk for disengagement, established early warning systems include few, if any, behavioral indicators. A promising and useful screening mechanism that combines behavioral indicators along with school climate perceptions may enhance identification of adolescents at risk for disengagement, academic failure, and dropout, and may ultimately improve college and career readiness. OBJECTIVE: The purpose of this study was to examine the relationship between self-reported adolescent perceptions of school climate and extant high school academic and behavioral data to create an index score which could be used as an early warning system for student disengagement. METHODS: To accomplish the stated objective, we employed structural equation modeling to estimate a multiple indicators multiple causes model using a sample of high school students (n = 5039) with and without disabilities. Extant school data included grade point average, attendance, tardies, and office discipline referrals, while school climate was measured using the Georgia Brief School Climate survey. RESULTS: Findings show evidence of a robust Adolescent Behavioral Index when controlled for disability status as those with disabilities are expected to have lower index scores indicating greater risk for school disengagement. CONCLUSION: Implications for research and practice are focused on the Adolescent Behavioral Index as a mechanism for systematic data collection that may underlie early warning systems in high schools specifically when designing college and career readiness interventions for adolescents and when identifying students who may be at risk for disengagement.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"26 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87927117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An introduction to this special issue of the journal of vocational rehabilitation: Transition and individual supports in education and employment","authors":"Johnny W. Collett","doi":"10.3233/jvr-230000","DOIUrl":"https://doi.org/10.3233/jvr-230000","url":null,"abstract":"","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"8 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85053965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stuart P. Rumrill, P. Rumrill, C. Gooden, Mykal J. Leslie, Hyun-Ju Ju, Aundrea Gee Cormier
BACKGROUND: Owing to steadily increasing rates of autism spectrum disorder (ASD) among children, youth, and adults, it is certain that growing numbers of these individuals will need transition and vocational rehabilitation (VR) services for many years to come. ASD research has focused on identifying employment barriers rather than on effective interventions to remove or reduce those barriers. Even so, some evidence has demonstrated support for the effectiveness of specific transition-related interventions. OBJECTIVE: The purpose of this article is to review the existing literature regarding transition and employment for youth with ASD. METHOD: We begin with an overview of the clinical characteristics of ASD and its incidence and prevalence in the U.S. Then, we examine vocational issues facing individuals with ASD. RESULTS: The remainder of the article focuses on transition and VR implications with specific emphases on (a) interdisciplinary transition planning, (b) postsecondary educational supports and services, and (c) employment interventions. CONCLUSION: ASD is a high-incidence disability that presents significant service delivery and advocacy needs for young people with ASD and their families. Evidence-based employment interventions are available to help young people with ASD make smooth transitions to adulthood in the settings of their choice.
{"title":"A scoping literature review of transition-related research involving youth with autism spectrum disorder","authors":"Stuart P. Rumrill, P. Rumrill, C. Gooden, Mykal J. Leslie, Hyun-Ju Ju, Aundrea Gee Cormier","doi":"10.3233/jvr-230010","DOIUrl":"https://doi.org/10.3233/jvr-230010","url":null,"abstract":"BACKGROUND: Owing to steadily increasing rates of autism spectrum disorder (ASD) among children, youth, and adults, it is certain that growing numbers of these individuals will need transition and vocational rehabilitation (VR) services for many years to come. ASD research has focused on identifying employment barriers rather than on effective interventions to remove or reduce those barriers. Even so, some evidence has demonstrated support for the effectiveness of specific transition-related interventions. OBJECTIVE: The purpose of this article is to review the existing literature regarding transition and employment for youth with ASD. METHOD: We begin with an overview of the clinical characteristics of ASD and its incidence and prevalence in the U.S. Then, we examine vocational issues facing individuals with ASD. RESULTS: The remainder of the article focuses on transition and VR implications with specific emphases on (a) interdisciplinary transition planning, (b) postsecondary educational supports and services, and (c) employment interventions. CONCLUSION: ASD is a high-incidence disability that presents significant service delivery and advocacy needs for young people with ASD and their families. Evidence-based employment interventions are available to help young people with ASD make smooth transitions to adulthood in the settings of their choice.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"22 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87282309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aliza Lambert, S. McKelvey, Elizabeth E. Getzel, Teresa Belluscio, Christopher Parthemos
BACKGROUND: There are differences between and within states in the delivery of Pre-Employment Transition Services (Pre-ETS) for students with significant disabilities early in their career planning process. This complicates the delivery of services for these youth with disabilities (YWD) and leaves gaps in communication between families, educators, and vocational rehabilitation (VR) counselors. OBJECTIVE: To identify facilitators and barriers in the implementation of Pre-ETS to students with significant disabilities ages 14–16. Additionally, to gather data from rural, urban, and suburban areas spanning across two states to analyze the similarities and differences between these states. METHODS: Researchers from Virginia and Kentucky conducted semi-structured interviews with 56 participants representing VR counselors providing Pre-ETS, educators, and families. RESULTS: A majority of respondents stated that starting Pre-ETS with 14–16 year-olds provided numerous benefits. In both Virginia and Kentucky, educators and VR counselors expressed the need for more resources, particularly ongoing training for providing Pre-ETS to younger students in the transition process. Families recommended making activities meaningful and engaging by increasing job exploration and workplace readiness experiences. CONCLUSION: The results of the study provide insight on the implementation of Pre-ETS activities in local communities across two states. Implications are discussed for providing Pre-ETS to students with significant disabilities early in their career planning process.
{"title":"Perspectives on the implementation of pre-ETS services: Identification of barriers and facilitators to early career planning for youth with disabilities","authors":"Aliza Lambert, S. McKelvey, Elizabeth E. Getzel, Teresa Belluscio, Christopher Parthemos","doi":"10.3233/jvr-230001","DOIUrl":"https://doi.org/10.3233/jvr-230001","url":null,"abstract":"BACKGROUND: There are differences between and within states in the delivery of Pre-Employment Transition Services (Pre-ETS) for students with significant disabilities early in their career planning process. This complicates the delivery of services for these youth with disabilities (YWD) and leaves gaps in communication between families, educators, and vocational rehabilitation (VR) counselors. OBJECTIVE: To identify facilitators and barriers in the implementation of Pre-ETS to students with significant disabilities ages 14–16. Additionally, to gather data from rural, urban, and suburban areas spanning across two states to analyze the similarities and differences between these states. METHODS: Researchers from Virginia and Kentucky conducted semi-structured interviews with 56 participants representing VR counselors providing Pre-ETS, educators, and families. RESULTS: A majority of respondents stated that starting Pre-ETS with 14–16 year-olds provided numerous benefits. In both Virginia and Kentucky, educators and VR counselors expressed the need for more resources, particularly ongoing training for providing Pre-ETS to younger students in the transition process. Families recommended making activities meaningful and engaging by increasing job exploration and workplace readiness experiences. CONCLUSION: The results of the study provide insight on the implementation of Pre-ETS activities in local communities across two states. Implications are discussed for providing Pre-ETS to students with significant disabilities early in their career planning process.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"2 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84260062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jian Li, P. Rumrill, Kanako Iwanaga, Han Zhang, Fong Chan, D. Strauser
BACKGROUND: Helping young adults with specific learning disabilities (SLD) attend college increases their chances of joining the workforce, which helps protect them from the negative effects of unemployment. OBJECTIVE: This study examined whether receiving vocational rehabilitation (VR) services of four-year college or university training would lead to improved employment outcomes for young adults with SLD. METHODS: Using the Rehabilitation Services Administration (RSA)-911 database, a propensity score matching technique was employed to create a comparison group of young adults with SLD who did not receive college or university training for a treatment group of those who did. The quasi-experimental design investigated differences in the employment outcomes between the two groups. RESULTS: Findings revealed that the group who received college or university training was more likely to obtain competitive employment upon exit from the VR program than the matched comparison group who did not receive the training; youth with SLD who received college or university training and had secured competitive employment at the time of exit also had significantly higher hourly wages and weekly working hours than their counterparts in the comparison group. CONCLUSION: College and university training is positively related to employment outcomes for young people with SLD. Implications for state VR counselors are also discussed.
{"title":"Effects of postsecondary education on employment outcomes of youth with specific learning disabilities: A propensity score matching approach","authors":"Jian Li, P. Rumrill, Kanako Iwanaga, Han Zhang, Fong Chan, D. Strauser","doi":"10.3233/jvr-230006","DOIUrl":"https://doi.org/10.3233/jvr-230006","url":null,"abstract":"BACKGROUND: Helping young adults with specific learning disabilities (SLD) attend college increases their chances of joining the workforce, which helps protect them from the negative effects of unemployment. OBJECTIVE: This study examined whether receiving vocational rehabilitation (VR) services of four-year college or university training would lead to improved employment outcomes for young adults with SLD. METHODS: Using the Rehabilitation Services Administration (RSA)-911 database, a propensity score matching technique was employed to create a comparison group of young adults with SLD who did not receive college or university training for a treatment group of those who did. The quasi-experimental design investigated differences in the employment outcomes between the two groups. RESULTS: Findings revealed that the group who received college or university training was more likely to obtain competitive employment upon exit from the VR program than the matched comparison group who did not receive the training; youth with SLD who received college or university training and had secured competitive employment at the time of exit also had significantly higher hourly wages and weekly working hours than their counterparts in the comparison group. CONCLUSION: College and university training is positively related to employment outcomes for young people with SLD. Implications for state VR counselors are also discussed.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75317904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mykal J. Leslie, Emre Umucu, P. Rumrill, B. Mcmahon, Aundrea Gee Cormier
BACKGROUND: Workers with learning disabilities (LD) report many barriers to employment, including discrimination on the part of employers. OBJECTIVE: To compare the workplace discrimination experiences of workers with LD to those of people with other disabilities. METHOD: The comparison of the two groups, people with LD and people with other disabilities, concerned three factors: Characteristics of Charging Parties, Prominent Issues involving the nature of the discrimination allegation, and the outcomes of EEOC investigations at the time of case closure. An ex post facto, causal-comparative quantitative design was used to examine allegations closed following the ADA Amendments Act of 2008 (ADAA). RESULTS: Results revealed statistically significant differences in characteristics of the Charging Parties in the two groups. The LD group was significantly younger, more Caucasian, and more male than general population disabilities (GENDIS). The LD group was less African American, Latina/o, or Asian than GENDIS. Regarding the nature of allegations, the substance of allegations made by the LD group was more likely to involve matters of disability harassment, discipline, hiring, constructive discharge, training, and promotion. The LD group was less likely to file allegations involving reasonable accommodation, assignment, and layoff. CONCLUSION: Workers with learning disabilities experience high rates of employment discrimination, and the types of discrimination they experience are different than those experienced by people with other disabilities.
{"title":"Differences in Americans with Disabilities Act Title I discrimination allegations filed by people with learning disabilities and other disabilities","authors":"Mykal J. Leslie, Emre Umucu, P. Rumrill, B. Mcmahon, Aundrea Gee Cormier","doi":"10.3233/jvr-230003","DOIUrl":"https://doi.org/10.3233/jvr-230003","url":null,"abstract":"BACKGROUND: Workers with learning disabilities (LD) report many barriers to employment, including discrimination on the part of employers. OBJECTIVE: To compare the workplace discrimination experiences of workers with LD to those of people with other disabilities. METHOD: The comparison of the two groups, people with LD and people with other disabilities, concerned three factors: Characteristics of Charging Parties, Prominent Issues involving the nature of the discrimination allegation, and the outcomes of EEOC investigations at the time of case closure. An ex post facto, causal-comparative quantitative design was used to examine allegations closed following the ADA Amendments Act of 2008 (ADAA). RESULTS: Results revealed statistically significant differences in characteristics of the Charging Parties in the two groups. The LD group was significantly younger, more Caucasian, and more male than general population disabilities (GENDIS). The LD group was less African American, Latina/o, or Asian than GENDIS. Regarding the nature of allegations, the substance of allegations made by the LD group was more likely to involve matters of disability harassment, discipline, hiring, constructive discharge, training, and promotion. The LD group was less likely to file allegations involving reasonable accommodation, assignment, and layoff. CONCLUSION: Workers with learning disabilities experience high rates of employment discrimination, and the types of discrimination they experience are different than those experienced by people with other disabilities.","PeriodicalId":47208,"journal":{"name":"Journal of Vocational Rehabilitation","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89073988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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