 Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
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- From the Editors
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Authors: Val Mazzotti, Allison Lombardi
Pages: 55 - 55
Abstract: Career Development and Transition for Exceptional Individuals, Volume 46, Issue 2, Page 55-55, May 2023.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-05-06T12:58:54Z
DOI: 10.1177/21651434231159170
Issue No: Vol. 46, No. 2 (2023)
- Erratum
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Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-05-25T10:56:30Z
DOI: 10.1177/21651434231179066
- Practitioner-Implemented Video Prompting on Vocational Skills of Students
With Significant Intellectual and Developmental Disabilities-
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Authors: Xiaoning Sun, Matthew E. Brock
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and developmental disabilities. Experimental effects were demonstrated for all four students, but only two students met the mastery criterion. Individualized adaptations (i.e., priming, more frequent reinforcement) enabled two students to make further progress. The two students who met the mastery criterion maintained their performance after 2 weeks. These findings add to growing evidence that teachers and practitioners can effectively implement VP and suggest that individualized adaptations may be needed for some students with significant disabilities.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-05-24T07:24:41Z
DOI: 10.1177/21651434231170540
- Intersectional Research as a Methodology for Shaping Transition Research
in Support of Equitable Postschool Outcomes-
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Authors: Audrey A. Trainor, Lindsay Romano
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Disparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Lastly, we share implications including tensions, benefits, and insights from our application and the extant literature.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-05-24T07:18:46Z
DOI: 10.1177/21651434231169990
- Exploratory Study of a Team-Based Model of Transition Professional
Development-
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Authors: Mary E. Morningstar, Sarah R. Carlson, Dana Lattin, Rebecca Romine Swinburne
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-04-22T06:03:33Z
DOI: 10.1177/21651434231166340
- Conceptualizing and Developing the Secondary Transition Fidelity
Assessment to Support Transition Programming and Practice-
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Authors: 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
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-04-18T10:34:11Z
DOI: 10.1177/21651434231163498
- Virtual Job Interview Training: A Dose Response to Improve Employment for
Transition-Age Youth With Disabilities-
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Authors: Matthew J. Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A. Bornheimer, Kari Sherwood, Justin D. Smith
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but varied across race, IQ, IDEA categories,and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-03-21T05:09:21Z
DOI: 10.1177/21651434231160532
- Factors Related to Accessing Postsecondary School Supports by English
Learners With Disabilities-
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Authors: Lynn A. Newman, Audrey A. Trainor, Lindsay Romano
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports (p < .01), and supports universally available to the full postsecondary student body (p < .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific (p < .001) and universally available help (p < .05), and higher levels of psychological empowerment were related to receipt of universally available supports (p < .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-03-15T11:40:00Z
DOI: 10.1177/21651434231154584
- Still Stuck: An Examination of the Early Paid Employment Experiences of
Young Women With Disabilities-
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Authors: Kara A. Hirano, Katherine W. Bromley, Lauren E. Lindstrom
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 school have been identified as significantly increasing the likelihood of later employment, yet few recent studies have examined the early employment experiences of young women with disabilities. This study reports the characteristics of paid employment experiences of 134 young women with disabilities. Findings indicate that fewer young women in our sample had paid work experience than young women nearly 20 years ago, and that early employment patterns are reflective of gendered employment patterns documented in adulthood. Implications for educators and service providers include collaboration across multiple systems and a need for gender-specific interventions.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-02-15T05:05:01Z
DOI: 10.1177/21651434231151665
- Rural School Staff Roles in Career Development for Students With
Disabilities: A Mixed Methods Study-
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Authors: Michele A. Schutz, Erik W. Carter, Hilary E. Travers
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 pursuits. This mixed methods study explored (a) the roles of 291 school staff and administrators in supporting the career development of students with disabilities, (b) how they came to assume these roles, and (c) how they viewed their roles. Findings indicated that special educators self-decided an overwhelming majority of roles in this area and could benefit from increased contributions from school staff in other positions to support the work preparation of students with disabilities. We offer recommendations for extending and clarifying the roles of staff in these rural districts.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-02-06T10:39:47Z
DOI: 10.1177/21651434231152822
- Interventions Focused on Independent Living Skills for Youth With
Intellectual Disability or Autism Spectrum Disorder-
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Authors: Ashley V. Taconet, Allison R. Lombardi, Joseph W. Madaus, Tracy E. Sinclair, Graham G. Rifenbark, Mary E. Morningstar, Shannon N. Langdon
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 postsecondary education students with intellectual disability or autism ranging from age 13 to 24. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-02-06T10:36:47Z
DOI: 10.1177/21651434231152200
- Transportation Perspectives of Young Adults With Intellectual and
Developmental Disabilities, Parents, and Service Providers-
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Authors: Leslie Ann Bross, Darcy Fredrick, Stephen Kwiatek
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 findings from a qualitative study in which we conducted one time, semistructured interviews with nine individuals with IDD (ages 18–25) and their parents/guardians in dyads. We also interviewed 10 adult service and local agency providers to incorporate different perspectives. Major themes included family factors, community structure, and systems challenges as barriers that impacted the transportation experiences of young adults with IDD and their families. We provide implications for transition-related professionals and suggestions for future research and policy focused on transportation.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-02-03T01:13:31Z
DOI: 10.1177/21651434231152872
- The Goal Setting Challenge App: Impact on Transition Goal Attainment
Outcomes of Students With Disabilities-
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Authors: 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
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-01-21T10:55:15Z
DOI: 10.1177/21651434221146470
- Triad Transition Planning for Students Receiving Special Education and
English Learner Services, Families, and Teachers-
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Authors: Lindsay E. Romano, Audrey A. Trainor, Lynn A. Newman
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 goals. For students who are English learners and diagnosed with a disability, additional challenges may arise as they navigate barriers associated with ableism, racism, and learning a new language. In this ethnographic interview study, we explore how collaboration works across the “triad,” or between dually identified students, their families, and their teachers in the transition planning process. We observed three patterns that appeared to hinder or facilitate successful transition planning: (a) divergence or missed opportunities for collaboration, (b) convergence and collaboration with a focus on secondary experiences and challenges, and (c) convergence and collaboration with a focus on postschool goals. We discuss each finding and provide recommendations for future research and practice to support improved collaboration and transition planning practices for dually identified students.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-01-11T11:46:24Z
DOI: 10.1177/21651434221143514
- Piloting an Assessment of Foundational Workplace Competencies for Students
With Disabilities and Competitive Employment Aspirations-
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Authors: Maeghan N. Hennessey, Kendra L. Williams-Diehm, James E. Martin
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to determine whether modifications can be made to the Employer Identified Trait Assessment (EITA) for use in school settings without altering its underlying structure. Data were collected from 402 transition-aged students, professionals, and family members. Three versions of the EITA were modified for use in this pilot study. Results show modifications did not influence the underlying assessment structure. Implications for practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2023-01-04T04:34:43Z
DOI: 10.1177/21651434221141405
- Exploring Asynchronous Online Parent Training on Transition Knowledge of
Parents of Youth With Disabilities-
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Authors: Wen-hsuan Chang, Valerie L. Mazzotti, Ya-yu Lo, Stephen M. Kwiatek, David W. Test
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 knowledge to parents in learning secondary transition concepts. We explored the use of an asynchronous online intervention on three parents’ knowledge of the secondary transition process and confidence levels in supporting their children with disabilities. We used a single-case, concurrent multiple baseline design across three transition areas to evaluate parents’ knowledge of secondary transition planning. Preliminary evidence showed the asynchronous online training improved parents’ knowledge on secondary transition for two participants who completed the entire training program across all three transition areas. Limitations and recommendations for future research and practice are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-12-21T01:46:03Z
DOI: 10.1177/21651434221142801
- Systematic Review of College and Career Readiness Interventions for
Students With Emotional and Behavioral Disorders-
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Authors: Lee Kern, Samantha Kelly, Sarah A. Rosati, Samantha Shera, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Christopher T. H. Liang, Jennifer Freeman
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-11-28T09:07:33Z
DOI: 10.1177/21651434221136132
- Parent Perspectives: Understanding the Postschool Concerns of Parents of
Transition-Age Youth With Disabilities-
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Authors: Kelli A. Sanderson, Jennifer L. Bumble
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 family needs and develop strategies to enhance expectations and improve student outcomes. Using results from a national survey, we examined the extent of parent concern with their child’s postschool outcomes, how postschool concerns are organized, and the factors that predict increased concern. Participants included 240 parents of youth with disabilities aged 16 to 21 years. Results indicate that parent concerns are across postschool activities. Predictors of increased concerns included parent and student characteristics. Comparisons between White and non-White families showed differences in extent of postschool concerns between the groups. Paid work experiences and employing a strengths-based approach were related to decreased concerns. Limitations and implications are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-11-04T07:08:15Z
DOI: 10.1177/21651434221128490
- Evaluation of Program Costs for Implementing a Self-Determination
Intervention Using the Ingredients Method-
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Authors: Graham G. Rifenbark, Tyler A. Hicks, Kathryn M. Burke, Rebecca E. Swinburne Romine, Kandace K. Fleming, Karrie A. Shogren
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An advantage of the SDLMI is that it can be overlaid upon any curriculum and, therefore, can minimize opportunity costs for self-determination instruction. Using the ingredients method, the current study: (a) identified and described the essential ingredients of SDLMI implementation in typical high school settings, (b) assigned and described the cost of needed ingredients, and (c) calculated a generalizable estimate of the average cost of using the SDLMI with 340 students for one school year across 17 school districts to be $40,221.26 (or $118.30 per student). We next discussed how decision-makers considering using the SDLMI in their context can minimize costs while maximizing effects on transition goal attainment outcomes. Several implications of these findings for the field of transition are also discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-11-03T12:44:22Z
DOI: 10.1177/21651434221130295
- A Promising Asynchronous Online Intervention to Support General
Educators’ Knowledge of Predictors of Postschool Success-
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Authors: Stephen M. Kwiatek, Valerie L. Mazzotti, Charles L. Wood, Janie N. Vicchio
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 students with disabilities. Because most students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-10-27T10:14:56Z
DOI: 10.1177/21651434221131770
- Validity and Reliability Evidence for the Teacher-Rated Behavioral and
Emotional Rating Scale with Transition-Age Students-
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Authors: Matthew C. Lambert, James Sinclair, Jodie R. Martin, Michael H. Epstein
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-09-17T09:35:06Z
DOI: 10.1177/21651434221119794
- Developing and Validating the College and Career Readiness Teacher
Expectation Survey for Students With Disabilities-
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Authors: Jessica L. Monahan, Allison Lombardi, Joseph Madaus, Jennifer Freeman, Nicholas Gelbar
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-09-01T08:56:04Z
DOI: 10.1177/21651434221116311
- The Importance of Centers for Independent Living Supporting Youth With
Disabilities: A Critical Contribution to Maximize Transition Service
Delivery-
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Authors: Anthony J. Plotner, Charles B. Walters
Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
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 youth and young adults with disabilities. This study explored CIL professionals’ contributions in supporting transition-age youth. Furthermore, the study examined these professionals’ perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight CILs from across the country. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed.
Citation: Career Development and Transition for Exceptional Individuals
PubDate: 2022-08-20T10:11:38Z
DOI: 10.1177/21651434221116310
- 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
- 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
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