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Authors:Valerie Mazzotti, Allison Lombardi Pages: 147 - 147 Abstract: Career Development and Transition for Exceptional Individuals, Volume 47, Issue 3, Page 147-147, August 2024.
Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-07-30T11:04:04Z DOI: 10.1177/21651434241262172 Issue No:Vol. 47, No. 3 (2024)
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Authors:Tianxi Xu, Chenmingxin Zou, Xiaofang Li, Ping Dong Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Enhancing transportation skills is crucial in promoting quality of life for youth with intellectual and developmental disabilities (IDD). To learn about transportation skill development and improve the transportation experiences of youth with IDD in China, we conducted in-depth interviews with special education teachers and parents of transition-age youth with IDD (i.e., 23 teachers and 19 parents) from five major cities in China. The purpose of this study was to explore the transportation experiences of youth with IDD through parents’ and teachers’ perspectives. Adopting the constructivist grounded theory method, three main themes were identified: (1) the need to develop transportation skills, (2) the practices for supporting transportation, and (3) the challenges of transportation for youth with IDD in China. The findings ascertain the importance of travel training to promote community inclusion of transition-age youth with IDD and disclose the helpful practices and existing barriers for improving youth’s transportation skills. Limitations and implications for research, policy, and practice are also described. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-07-26T11:35:03Z DOI: 10.1177/21651434241265638
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Authors:Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Interagency collaboration (IAC) is mandated by federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-07-26T04:09:44Z DOI: 10.1177/21651434241261316
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Authors:Xiaoning Sun, Matthew E. Brock Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Video-based instruction (VBI) is an effective means to teach employment skills to young adults with intellectual and developmental disabilities (IDD). Within the category of VBI, video prompting (VP) is well-suited to teach multistep routines, and video modeling (VM) is better suited for social interactions. In this multiple probe design, three young adults with IDD were taught to make badges with self-directed VP with error correction, and to request help for missing materials with VM. Functional relations were demonstrated between VP and progress on the badge-making skill, and VM and progress on requesting help. These findings demonstrate the utility of combining VP and VM to address both multistep routines and social skills in the workplace. We offer practical implications for how teachers and job coaches can leverage VBI to teach different kinds of employment skills to people with IDD. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-06-13T06:12:14Z DOI: 10.1177/21651434241256297
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Authors:Samantha Shera, Alyssa Blasko, Lee Kern, Christopher T. H. Liang, Jennifer Freeman Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Students with emotional and behavioral disorders (EBD) are at an increased risk for poor outcomes (e.g., dropout, unemployment, mental health problems). These risks are heightened for students placed in juvenile justice and/or alternative placement settings. Increasing college and career readiness (CCR) opportunities may potentially lead to increases in school engagement, better postsecondary outcomes, and lower school dropout. Previous systematic reviews have examined CCR programs solely in school settings. The current review extended previous research by examining CCR programs for students placed in juvenile justice settings, detention centers, and/or alternative placement settings serving students with emotional and behavioral problems. A total of seven articles were identified after a rigorous systematic search and screening process. A majority of the studies employed didactic instruction as part of a multicomponent intervention, and evaluated multiple outcomes with mixed effectiveness. With respect to quality indicators, many of the studies did not meet standards of rigor for empirical research. Future research, practice, and policy implications are addressed as there is a need to increase the evidence base of CCR programs for youth in juvenile justice and alternative placement settings. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-06-07T07:53:20Z DOI: 10.1177/21651434241255076
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Authors:Kristopher Hawk Yeager, Belkis Choiseul-Praslin, Malarie E. Deardorff, Beverley Argus-Calvo, Estefania Ordoñez Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning, contributing to a sense of stress and alienation. We conducted semi-structured interviews with Hispanic mothers of high school students with disabilities (n = 10) to better understand the way they receive or do not receive support from others involved in the transition. Our qualitative analysis resulted in six themes related to two main types of social support, action-facilitating and nurturant, which participants received from in-school professionals, out-of-school professionals, and family and friends. Findings suggest that participants received different forms of social support from key transition stakeholders, with professionals, most notably, providing limited nurturant support. We provide recommendations for transition teams to provide Hispanic mothers additional support via culturally responsive and empowering practices. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-06-06T06:25:33Z DOI: 10.1177/21651434241255630
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Authors:Lisa Didion, Lauren Bruno, Gianna Marshall, Jordan Immerfall, Amanda Kunkel, Jennifer McGinn Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students (p < .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-05-14T11:03:32Z DOI: 10.1177/21651434241250326
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Authors:Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-05-09T09:49:21Z DOI: 10.1177/21651434241248592
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Authors:Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-05-09T09:41:42Z DOI: 10.1177/21651434241247772
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Authors:Joshua P. Taylor, Holly N. Whittenburg, Lauren Avellone, Yazmin Castruita Rios, Sara Park, Marcus Poppen, Tim Tansey Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. 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 of work through coordinated service delivery between schools and state vocational rehabilitation (VR) agencies, including work-based learning, an established predictor of competitive employment. The current study uses the Rehabilitation Services Administration’s Case Service Report (RSA-911) data between the fiscal years 2017 to 2020. Multiple logistic regression was used to identify predictors associated with successful employment among 15,295 transition-age youth with disabilities who received both Pre-ETS and individualized VR services. Findings indicate discrepancies between the most effective and most frequently provided services. Implications for future policy, practice, and research are discussed. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-03-29T06:21:17Z DOI: 10.1177/21651434241239967
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Authors:Rebekka J. Jez Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. 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, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-03-20T12:47:15Z DOI: 10.1177/21651434241235886
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Authors:Alan S. McLucas, William J. Therrien, Dawn A. Rowe Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. 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 literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-01-29T04:11:15Z DOI: 10.1177/21651434231223435
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Authors:Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print. 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 randomly assigned to a treatment group used family services more frequently than those in a control group, and youth in families using family services were more likely to use services themselves. The use of family and youth services together was associated with better youth employment. Because few programs offer family services, policymakers and practitioners might consider ways to connect families to such services. Citation: Career Development and Transition for Exceptional Individuals PubDate: 2024-01-27T05:07:05Z DOI: 10.1177/21651434231221493
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