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From the Editors Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2024-04-05 Val Mazzotti, Allison Lombardi
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The Impact of Pre-Employment Transition and Individualized Vocational Rehabilitation Services on Employment Outcomes for Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2024-03-29 Joshua P. Taylor, Holly N. Whittenburg, Lauren Avellone, Yazmin Castruita Rios, Sara Park, Marcus Poppen, Tim Tansey
Despite increased attention by policymakers to improve postsecondary employment outcomes, rates of entry into the competitive workforce for transition-age youth with disabilities continue to lag behind their peers without disabilities. The passing of the Workforce Innovation and Opportunity Act of 2014 provided increased opportunities for transition-age youth with disabilities to prepare for the world
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Culturally Responsive/Sustaining Transition for At-Promise Youth Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2024-03-20 Rebekka J. Jez
At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators
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Secondary Transition Interventions in Rural Communities: A Systematic Literature Review Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2024-01-29 Alan S. McLucas, William J. Therrien, Dawn A. Rowe
Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental
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Family Service Use and Outcomes for Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2024-01-27 Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz
Families of youth with disabilities often access services to promote youth’s transitions to adulthood. Such services can be oriented toward the youth or family. Using descriptive statistics and regression modeling of survey and administrative data, we explored patterns of service use and the association between outcomes for 9,013 youth with disabilities who enrolled in a demonstration project. Those
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Exploratory Study of a Team-Based Model of Transition Professional Development Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-04-21 Mary E. Morningstar, Sarah R. Carlson, Dana Lattin, Rebecca Romine Swinburne
This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in po...
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Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-04-18 Valerie L. Mazzotti, Mary E. Morningstar, Allison Lombardi, Sheida K. Raley, Dawn A. Rowe, Marcus Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica Monahan, Jessica G. Rousey, Janie N. Vicchio, David W. Test
In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine second...
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Virtual Job Interview Training: A Dose Response to Improve Employment for Transition-Age Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-03-20 Matthew J. Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A. Bornheimer, Kari Sherwood, Justin D. Smith
Virtual Interview Training for Transition-Age Youth and Virtual Reality Job Interview Training are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evalu...
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Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-03-15 Lynn A. Newman, Audrey A. Trainor, Lindsay Romano
This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-ye...
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Still Stuck: An Examination of the Early Paid Employment Experiences of Young Women With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-02-14 Kara A. Hirano, Katherine W. Bromley, Lauren E. Lindstrom
Young women with disabilities tend to experience poorer postschool employment outcomes than young men with disabilities and their peers without disabilities. Paid work experiences while in high sch...
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Rural School Staff Roles in Career Development for Students With Disabilities: A Mixed Methods Study Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-02-06 Michele A. Schutz, Erik W. Carter, Hilary E. Travers
The ways in which high schools in rural communities allocate their staffing and assign roles related to career development impact the preparation of students with disabilities for future employment...
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Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-02-06 Ashley V. Taconet, Allison R. Lombardi, Joseph W. Madaus, Tracy E. Sinclair, Graham G. Rifenbark, Mary E. Morningstar, Shannon N. Langdon
Independent living skills (ILS) are crucial for the post school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postseco...
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Transportation Perspectives of Young Adults With Intellectual and Developmental Disabilities, Parents, and Service Providers Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-02-03 Leslie Ann Bross, Darcy Fredrick, Stephen Kwiatek
Young adults with intellectual and developmental disabilities (IDD) are vulnerable to transportation challenges which can contribute to a lack of community engagement. This article describes findin...
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The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-01-21 Karrie A. Shogren, Valerie L. Mazzotti, Tyler A. Hicks, Sheida K. Raley, Daria Gerasimova, Jesse R. Pace, Stephen M. Kwiatek, Darcy Fredrick, Jared H. Stewart-Ginsburg, Richard Chapman, Danielle Wysenski
Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technol...
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Triad Transition Planning for Students Receiving Special Education and English Learner Services, Families, and Teachers Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-01-11 Lindsay E. Romano, Audrey A. Trainor, Lynn A. Newman
The transition to adulthood marks a major developmental milestone, and careful planning is required between students, families, and teachers in order to successfully set and achieve postschool goal...
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Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2023-01-03 Maeghan N. Hennessey, Kendra L. Williams-Diehm, James E. Martin
It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sou...
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Exploring Asynchronous Online Parent Training on Transition Knowledge of Parents of Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-12-21 Wen-hsuan Chang, Valerie L. Mazzotti, Ya-yu Lo, Stephen M. Kwiatek, David W. Test
Parents of youth with disabilities require knowledge to support their children with disabilities in secondary school. In the 21st century, online asynchronous training is one way to provide knowled...
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Systematic Review of College and Career Readiness Interventions for Students With Emotional and Behavioral Disorders Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-11-28 Lee Kern, Samantha Kelly, Sarah A. Rosati, Samantha Shera, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Christopher T. H. Liang, Jennifer Freeman
Federal policy recommends College and Career Readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at ris...
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Parent Perspectives: Understanding the Postschool Concerns of Parents of Transition-Age Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-11-04 Kelli A. Sanderson, Jennifer L. Bumble
Given the importance of family participation in transition planning, it is essential to understand the concerns parents have for their children with disabilities so professionals can better address...
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Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-11-03 Graham G. Rifenbark, Tyler A. Hicks, Kathryn M. Burke, Rebecca E. Swinburne Romine, Kandace K. Fleming, Karrie A. Shogren
In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 school districts t...
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A Promising Asynchronous Online Intervention to Support General Educators’ Knowledge of Predictors of Postschool Success Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-10-27 Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio
Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on...
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Validity and Reliability Evidence for the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-09-17 Matthew C. Lambert, James Sinclair, Jodie R. Martin, Michael H. Epstein
Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioni...
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Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-09-01 Jessica L. Monahan, Allison Lombardi, Joseph Madaus, Jennifer Freeman, Nicholas Gelbar
All students, including those with disabilities, must be college and career ready, which requires high expectations for all students (Every Student Succeeds Act, 2015). In this study, we developed ...
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The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-08-20 Anthony J. Plotner, Charles B. Walters
An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for ...
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From the Editors Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-07-09 Val Mazzotti, Allison Lombardi
Welcome to the third issue of 2022! As we move into summer 2022, it definitely seems things are somewhat returning to normal. In May, we celebrated our first in person conference at the Division on Career Development and Transition international conference in Myrtle Beach, South Carolina. This was the first in person event since fall of 2019 when we were all together in Seattle, Washington. It was
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Corrigendum to A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-06-28
Kim, S. Y., Crowley, S., & Lee, Y. (2021). A scoping review of technology-based vocational interventions for individuals with autism. Career Development and Transition for Exceptional Individuals, 45(1), 44-56. https://doi.org/10.1177/21651434211041608
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Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-05-20 Sarah K. Howorth, Deborah L. Rooks-Ellis, Alan Cobo-Lewis, Joshua Taylor, Christine T. Moody
College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of...
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A Directed Content Analysis of Interagency Collaboration Literature Within the Framework of the Working Alliance Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-05-12 Jinhee Park, Julie C. Hill, Tammy W. Montgomery, Katherine E. Barker, Kevin L. White
This study examined previous literature that described approaches to interagency collaboration and identified the most appropriate practices to implement while working with transition-age youth wit...
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Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard of Hearing in Saudi Arabia Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-05-03 Anwar A. Alsalamah, Marcus I. Poppen
This study explored the postsecondary transition experiences of young women who were deaf and hard of hearing (DHH) at a higher education institution in the Kingdom of Saudi Arabia (KSA). Data were...
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Improving the Transition to College for 2eASD Students: Perspectives From College Service Providers Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-04-28 Joseph Madaus, Alexandra Cascio, Julie Delgado, Nicholas Gelbar, Sally Reis, Emily Tarconish
Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved, and understudied cohort of students, as their talent...
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Promoting Successful Transitions in High School Students With Emotional Disturbance in Saudi Arabia: Educators’ Voices Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-04-08 Areej A. Alsalamah
Providing transition planning and services to students with emotional disturbance (ED) can enhance their success in postsecondary education, employment, and independent living. This qualitative study explores how special educators in Riyadh, the capital city of the Kingdom of Saudi Arabia (KSA), perceive the necessity of promoting transition services for high school students with ED and developing
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From the Editors Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-04-08 Val Mazzotti, Allison Lombardi
Welcome to the second issue of 2022! As we continue to weather the pandemic together and face uncertain times, secondary transition researchers have been hard at work ensuring high-quality, evidence-based practices are disseminated to readers. As editors of Career Development and Transition for Exceptional Individuals (CDTEI), we are extremely proud of the field of secondary transition and greatly
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Quality of the Transition Component of the IEP for High School Students With Autism Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-03-14 Bonnie R. Kraemer, Brianne Tomaszewski, Lindsay F. Rentschler, Jessica R. Steinbrenner, Kara A. Hume, Sara McDaniel, Leann Dawalt, Christopher Brum, Katherine Szidon
The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths were noted in Transition Services, with Course of Study
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Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-03-09 Matthew J. Smith, Kari Sherwood, Brittany Ross, Eugene A. Oulvey, Julie A. Monahan, Jessica E. Sipovic, Marc S. Atkins, Elizabeth C. Danielson, Neil Jordan, Justin D. Smith
In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools
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Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-03-07 Allison R. Lombardi, Graham G. Rifenbark, H. Jane Rogers, Hariharan Swaminathan, Ashley Taconet, Valerie L. Mazzotti, Mary E. Morningstar, PhD, Rongxiu Wu, Shannon Langdon
The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic
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Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-02-20 John McNaught, Elizabeth M. Pope
Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built
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Employment Interventions for Youth With Disabilities: A Review of Transition Practices and Partners Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-02-09 Michele A. Schutz, Erik W. Carter
The employment process for youth with disabilities often begins in high school. Although connecting youth to work is a recommended practice, the literature lacks a review of available interventions. This scoping review examined the practices and partners represented in 42 intervention studies addressing employment outcomes for transition-age youth (14–22 years old) with disabilities. These interventions
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Mental Health of Female Adolescents With Disabilities: Considerations for Career Development Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-01-13 Emily D. Walden, Atika Khurana, Leslie D. Leve, Lauren E. 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
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High School Experiences That Support Post-School Success: What Can We Learn? Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-01-13 Beth A. Clavenna-Deane, Wendy R. Coates
Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine themes as being the most helpful in meeting their goals
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Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-01-04 Paige M. Johnson, Lynn A. Newman, Stephanie W. Cawthon, Harold 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 college, and
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From the Editors Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2022-01-04 Valerie L. Mazzotti, Allison Lombardi
Welcome to 2022! It has been quite the year with the development of the vaccine and national efforts focused on pandemic recovery to help ensure students with disabilities continue to receive the services and supports needed to successfully transition into adult life. As the nation reopened, our schools and teachers worked diligently to make up time that was missed during the pandemic. In secondary
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Coaching in Complexity: Lessons Learned: Investigating Implementation of Interventions in High Schools Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-09-11 Suzanne Kucharczyk, Kate Szidon, Laura 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
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Transition to Adulthood: Perspectives of Korean Immigrant Parents of Individuals With Intellectual and Developmental Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-09-06 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
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A Scoping Review of Technology-Based Vocational Interventions for Autistic Individuals Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-08-31 So Yoon Kim, Shannon Crowley, Youngsun Lee
This scoping review synthesized existing literature to address what is known about technology-based employment interventions for autistic individuals 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
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Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-08-31 Olivia R. Hester, Nicole C. 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
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Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-08-29 John D. Wenzel, IV, Marisa H. 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
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Transition Discoveries: Participatory Action Research to Design Pathways to Success Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-07-01 Joan Kester, Matthew F. 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 State 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
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Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-05-03 Jennifer L. Lillis, Elisabeth L. Kutcher
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
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Improving the Adult Outcomes for SSI Youth Recipients: Introduction to a Special Series on PROMISE Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-04-28 Kelli Crane, Ellie Hartman, Kelly Nye-Lengerman
The Promoting Readiness of Minors in Supplemental Security Income (PROMISE) research model demonstration projects (MDPs) were built on a foundation of previous demonstration projects, such as the Youth Transition Demonstration project (Fraker & Rangarajan, 2009) and Bridges From School to Working Life (Will, 1983). Building upon this foundation, PROMISE served a growing population of youth with disabilities
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Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-02-22 Joshua P. Taylor, Holly N. Whittenburg, Magen Rooney-Kron, Tonya Gokita, Stephanie J. 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)
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Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-02-20 Sara T. 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
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Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-02-19 Mari S. Guillermo, Mark S. Tucker, Vanessa Corona, Fred 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
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Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-02-11 Angelica Downey, Ayse Torres, Kelly B. Kearney, Michael P. 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
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SSI Youth and Family Case Management: A Taxonomy of Critical Factors, Competencies, and Translation to Practice Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-02-01 Thomas P. Golden, Andrew J. Karhan, Adene P. Karhan, Sarah J. 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
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National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-01-28 Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie 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
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Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-01-28 Ellie C. Hartman, Weneaka Jones, Rachel Friefeld Kesselmayer, Emily A. Brinck, Audrey Trainor, Alicia Reinhard, Rita K. Fuller, Amanda Schlegelmilch, Catherine A. 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
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Staff Capacity Building and Accountability in Transition Services Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-01-27 Kelli Crane, Meredith Gramlich, Richard G. Luecking, Paul B. Gold, Taylor 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
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Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-01-23 Kristopher Hawk Yeager, Joseph John Morgan, Monica R. Brown, Kyle Higgins, Iesha 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
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Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2021-01-21 Magen Rooney-Kron, Stacy K. 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
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Overview of PROMISE Career Dev. Transit. Except. Individ. (IF 2.764) Pub Date : 2020-12-31 David E. Emenheiser, Corinne Weidenthal, Selete 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