 Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
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- Secondary Transition Predictors of Postschool Success: An Update to the
Research Base- Authors: Valerie L. Mazzotti, Dawn A. Rowe, Stephen Kwiatek, Ashley Voggt, Wen-Hsuan Chang, Catherine H. Fowler, Marcus Poppen, James Sinclair, David W. Test
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-10-10T12:17:46Z
DOI: 10.1177/2165143420959793
- Video-Based Intervention to Improve Storytelling Ability in Job Interviews
for College Students With Autism- Authors: Vidya D. Munandar, Leslie A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (aged 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-10-07T09:44:11Z
DOI: 10.1177/2165143420961853
- Examining Types of Goals Set by Transition-Age Students With Intellectual
Disability- Authors: Kathryn M. Burke, Karrie A. Shogren, Sarah Carlson
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-09-23T10:55:42Z
DOI: 10.1177/2165143420959055
- Where Are You' Young Adults With Autism Calling and Texting Location
Following Video Modeling Instruction- Authors: Annemarie L. Horn, Selena J. Layden, Jonna Bobzien
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-09-23T10:54:02Z
DOI: 10.1177/2165143420953908
- The Job Coaching Academy for Transition Educators: A Preliminary
Evaluation- Authors: Carly B. Gilson, Christopher G. Thompson, Kristina E. Ingles, Kaitlyn E. Stein, Naike Wang, Malena A. Nygaard
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators’ coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-09-23T10:53:02Z
DOI: 10.1177/2165143420958607
- Updating the Secondary Transition Research Base: Evidence- and
Research-Based Practices in Functional Skills- Authors: Dawn A. Rowe, Valerie L. Mazzotti, Catherine H. Fowler, David W. Test, Vickie J. Mitchell, Kelly A. Clark, Debra Holzberg, Tosha L. Owens, Dana Rusher, Rachel L. Seaman-Tullis, Christina M. Gushanas, Hannah Castle, Wen-Hsuan Chang, Ashley Voggt, Stephen Kwiatek, Catie Dean
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-09-23T10:52:00Z
DOI: 10.1177/2165143420958674
- Relationships Matter: The Role Transition Specialists Play in Youth’s
Reentry From the Juvenile Justice System- Authors: James Sinclair, Deanne Unruh, Kim Kelly
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth’s school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth’s reentry into a school setting.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-08-29T05:53:15Z
DOI: 10.1177/2165143420948838
- Preparing Youth for the World of Work: Educator Perspectives on
Pre-Employment Transition Services- Authors: Erik W. Carter, Jessica M. Awsumb, Michele A. Schutz, Elise D. McMillan
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Effective collaboration among schools and agencies is critical to the success of pre-employment transition services (pre-ETS). We examined the views of 596 middle and high school educators regarding pre-ETS and the employment prospects of their students with disabilities. Educators overwhelmingly affirmed that youth with disabilities needed better preparation for employment, but they were more mixed in their familiarity with pre-ETS and its associated practices. Prevailing partnerships among schools and vocational rehabilitation agencies were described as uneven and fairly limited. Educators sometimes differed in their views based on school level (i.e., middle versus high school) and community type (i.e., rural versus non-rural). We offer suggestions for research and practice aimed at enhancing the employment preparation and outcomes of youth with disabilities.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-07-09T02:55:38Z
DOI: 10.1177/2165143420938663
- Postsecondary Education Programs on College Campuses Supporting Adults
With Intellectual and Developmental Disabilities in the Literature: A
Scoping Review- Authors: Mary L. Whirley, Carly B. Gilson, Christina M. Gushanas
First page: 195
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Postsecondary education (PSE) programs for young adults with intellectual and developmental disabilities (IDDs) have increased steadily since the passage of the Higher Education Opportunity Act. The purpose of this scoping review was to explore a decade of research pertaining to PSE programs for students with IDDs on college campuses. Online databases were examined. Hand searches were completed to identify studies released from 2008 to 2018 about PSE programs offered on college campuses. Sixty-eight studies met inclusion criteria: 43 peer-reviewed articles across 26 interdisciplinary journals and 25 dissertations across 20 universities. This review identified an increasing trend in research on PSE programs on college campuses. Suggestions for future research and implications for stakeholders were discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-06-18T06:00:30Z
DOI: 10.1177/2165143420929655
- Effects of Video Modeling for Young Adults With Autism in Community
Employment Settings- Authors: Leslie Ann Bross, Jason C. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, Brian A. Boyd
First page: 209
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-08-06T09:13:22Z
DOI: 10.1177/2165143420941488
- IEP/Transition Planning Participation Among Students With the Most
Significant Cognitive Disabilities: Findings From NLTS 2012- Authors: David R. Johnson, Martha L. Thurlow, Yi-Chen Wu, John M. LaVelle, Ernest C. Davenport
First page: 226
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-08-28T12:01:45Z
DOI: 10.1177/2165143420952050
- Use of Work Systems to Increase the Independence of Adolescents With
Autism Spectrum Disorder- Authors: Melissa A. Sreckovic, Kara A. Hume, Tara E. Regan
First page: 240
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2020-08-20T10:41:22Z
DOI: 10.1177/2165143420948766
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