 Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
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Authors: Val Mazzotti, Allison Lombardi
Pages: 59 - 59
Abstract: Career Development and Transition for Exceptional Individuals, Volume 45, Issue 2, Page 59-59, May 2022.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-04-08T11:23:56Z
DOI: 10.1177/21651434221088363
Issue No: Vol. 45, No. 2 (2022)
- Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a
College Transition Program for Young Adults on the Autism Spectrum-
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Authors: Sarah K. Howorth, Deborah L. Rooks-Ellis, Alan Cobo-Lewis, Joshua Taylor, Christine T. Moody
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-05-21T05:28:30Z
DOI: 10.1177/21651434221098411
- A Directed Content Analysis of Interagency Collaboration Literature Within
the Framework of the Working Alliance-
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Authors: Jinhee Park, Julie C. Hill, Tammy W. Montgomery, Katherine E. Barker, Kevin L. White
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 with disabilities and their families. Within this qualitative content analysis review of literature on interagency collaboration, we used the theory of working alliance and its three categories (i.e., goals, bonds, tasks) to support best practices in interagency collaboration for youth with disabilities. Twelve themes were developed to support the three categories and define how stakeholders could create successful interagency collaboration. These themes can be used to provide guidance for best practices to inform successful interagency collaboration among those involved in the transition planning process. Limitations and implications for future research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-05-13T06:32:17Z
DOI: 10.1177/21651434221090897
- Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard
of Hearing in Saudi Arabia-
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Authors: Anwar A. Alsalamah, Marcus I. Poppen
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 collected using semi-structured interviews with 17 undergraduate women who were DHH and enrolled in a higher education institution in the KSA. The data were analyzed thematically and inductively using qualitative analyses software. Eight themes emerged from the data analysis. These themes reflected a wide range of transition experiences among students who were DHH, including their previous experiences in high school, their current experiences in higher education, and preparation to make the transition from college to work. Implications for future research and practice are discussed and include further exploration about the impacts of postsecondary education programs in supporting positive outcomes and working to close the gaps between policy and practice.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-05-04T05:48:22Z
DOI: 10.1177/21651434221091198
- Improving the Transition to College for 2eASD Students: Perspectives From
College Service Providers-
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Authors: Joseph Madaus, Alexandra Cascio, Julie Delgado, Nicholas Gelbar, Sally Reis, Emily Tarconish
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-04-29T06:14:29Z
DOI: 10.1177/21651434221091230
- Promoting Successful Transitions in High School Students With Emotional
Disturbance in Saudi Arabia: Educators’ Voices-
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Authors: Areej A. Alsalamah
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 important aspects to implement these services. Study participants were ten special educators majoring in ED who were purposefully sampled from a special education graduate program. The results indicate that all study participants believe there is a need to promote transition services in Saudi schools to support students with ED. The results also highlight four fundamental foundations that educators want to develop to promote the implementation of transition services in Saudi schools. These foundations include the following: the regulation of special education, transition assessment tools, transition teamwork, and teacher professional development programs in transition. Recommendations for future research are discussed as well.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-04-08T07:08:00Z
DOI: 10.1177/21651434221086972
- Quality of the Transition Component of the IEP for High School Students
With Autism-
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Authors: Bonnie R. Kraemer, Brianne Tomaszewski, Lindsay F. Rentschler, Jessica R. Steinbrenner, Kara A. Hume, Sara McDaniel, Leann Dawalt, Christopher Brum, Katherine Szidon
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 and Transition Assessment as areas of relative need. Student characteristics including adaptive behavior, IQ, and self-determination were associated with components of transition plan quality. Plan quality differences were found based on diploma status and the quality of the school environment. Implications for supporting educators in writing and implementing quality transition planning are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-03-15T05:02:15Z
DOI: 10.1177/21651434221079743
- Scaling Out Virtual Interview Training for Transition-Age Youth: A
Quasi-Experimental Hybrid Effectiveness-Implementation Study-
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Authors: 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
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-03-09T09:38:20Z
DOI: 10.1177/21651434221081273
- Establishing Construct Validity of a Measure of Adolescent Perceptions of
College and Career Readiness-
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Authors: Allison R. Lombardi, Graham G. Rifenbark, H. Jane Rogers, Hariharan Swaminathan, Ashley Taconet, Valerie L. Mazzotti, Mary E. Morningstar; PhD, Rongxiu Wu, Shannon Langdon
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-03-08T07:07:51Z
DOI: 10.1177/21651434221081229
- Youth Leaders With Learning Disabilities and Their Decision to Enroll in
Higher Education-
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Authors: John McNaught, Elizabeth M. Pope
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-02-21T07:03:03Z
DOI: 10.1177/21651434221076063
- Employment Interventions for Youth With Disabilities: A Review of
Transition Practices and Partners-
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Authors: Michele A. Schutz, Erik W. Carter
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 varied widely, with a total of 25 components addressing employment preparation, job placement, other supports for youth, supports for other stakeholders, and collaborative/organizational strategies. Although families and employers participated in these interventions, the most prominent players were school staff and agency providers. We offer recommendations for research and practice around strengthening employment practices and engaging multiple stakeholders in preparing youth with disabilities for work.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-02-09T09:10:23Z
DOI: 10.1177/21651434221075810
- High School Experiences That Support Post-School Success: What Can We
Learn'-
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Authors: Beth A. Clavenna-Deane, Wendy R. Coates
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 after high school, including having supportive staff members, taking career development coursework, and developing success attributes such as self-advocacy. A negative experience theme also emerged in the analysis. Implications for educators are discussed related to emphasizing instruction in self-determination and career development. Implications for states are discussed related to the post-school outcomes data collection process.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-01-13T11:28:30Z
DOI: 10.1177/21651434211068406
- Mental Health of Female Adolescents With Disabilities: Considerations for
Career Development-
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Authors: Emily D. Walden, Atika Khurana, Leslie D. Leve, Lauren E. Lindstrom
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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. Participants with mental health concerns evidenced a slower increase in self-determination over the follow-up period than those without such concerns. Individuals assigned to the intervention condition experienced significant gains in self-determination compared with the control. Findings suggest that mental health concerns can operate as a barrier to growth in self-determination skills among this population, though targeted interventions can help in boosting these skills.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-01-13T11:26:13Z
DOI: 10.1177/21651434211067769
- Parent Expectations, Deaf Youth Expectations, and Transition Goals as
Predictors of Postsecondary Education Enrollment-
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Authors: Paige M. Johnson, Lynn A. Newman, Stephanie W. Cawthon, Harold Javitz
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-01-04T10:14:47Z
DOI: 10.1177/21651434211067425
- Transition to Adulthood: Perspectives of Korean Immigrant Parents of
Individuals With Intellectual and Developmental Disabilities-
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Authors: Irang Kim, Sarah Dababnah
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2021-09-06T10:31:33Z
DOI: 10.1177/21651434211043440
- Implementation of Pre–Employment Transition Services: A Content Analysis
of Workforce Innovation and Opportunity Act State Plans-
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Authors: Joshua P. Taylor, Holly N. Whittenburg, Magen Rooney-Kron, Tonya Gokita, Stephanie J. Lau, Colleen A. Thoma, LaRon A. Scott
First page: 60
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA State Implementation Plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2021-02-22T12:21:17Z
DOI: 10.1177/2165143421993027
- Preparing Job Coaches to Implement Systematic Instructional Strategies to
Teach Vocational Tasks-
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Authors: John D. Wenzel, Marisa H. Fisher, Matthew T. Brodhead
First page: 71
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2021-08-30T05:06:00Z
DOI: 10.1177/21651434211041918
- Using Check-In/Check-Out in Vocational Training for Young Adults With
Intellectual Disability-
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Authors: Olivia R. Hester, Nicole C. Swoszowski
First page: 86
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2021-08-31T07:18:57Z
DOI: 10.1177/21651434211041913
- Coaching in Complexity: Lessons Learned: Investigating Implementation of
Interventions in High Schools-
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Authors: Suzanne Kucharczyk, Kate Szidon, Laura J. Hall
First page: 99
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2021-09-11T10:15:05Z
DOI: 10.1177/21651434211041909
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