Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
Showing 1 - 23 of 23 Journals sorted alphabetically
American Journal of Pastoral Counseling     Hybrid Journal  
BMC Palliative Care     Open Access   (Followers: 31)
British Journal of Guidance & Counselling     Hybrid Journal   (Followers: 14)
Career Development International     Hybrid Journal   (Followers: 17)
Career Development Quarterly     Hybrid Journal   (Followers: 5)
Community Development     Hybrid Journal   (Followers: 21)
Education + Training     Hybrid Journal   (Followers: 23)
Equality, Diversity and Inclusion : An International Journal     Hybrid Journal   (Followers: 19)
Field Actions Science Reports     Open Access  
Formation emploi     Open Access  
Health Care Analysis     Hybrid Journal   (Followers: 13)
Industrial and Organizational Psychology     Hybrid Journal   (Followers: 24)
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Quality in Health Care     Hybrid Journal   (Followers: 39)
International Journal of Health Care Quality Assurance     Hybrid Journal   (Followers: 13)
International Journal of Work Innovation     Hybrid Journal   (Followers: 2)
Journal of Human Capital     Full-text available via subscription   (Followers: 11)
Journal of Human Development and Capabilities : A Multi-Disciplinary Journal for People-Centered Development     Hybrid Journal   (Followers: 21)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 7)
Journal of Psychological Issues in Organizational Culture     Hybrid Journal   (Followers: 8)
Journal of Vocational Behavior     Hybrid Journal   (Followers: 27)
Neurocritical Care     Hybrid Journal   (Followers: 17)
Palliative & Supportive Care     Hybrid Journal   (Followers: 32)
Performance Improvement Quarterly     Hybrid Journal   (Followers: 3)
Recherches & éducations     Open Access  
Research on Economic Inequality     Hybrid Journal   (Followers: 9)
Trabajo : Revista de la Asociación Estatal de Centros Universitarios de Relaciones Laborales y Ciencias del Trabajo     Open Access  
Vocations and Learning     Hybrid Journal   (Followers: 7)
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Career Development and Transition for Exceptional Individuals
Number of Followers: 9  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2165-1434 - ISSN (Online) 2165-1442
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  • 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
       
  • National Picture of the Self-Determination Characteristics of Secondary
           School English Learners With Disabilities

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      Authors: Lynn A. Newman, Elisa B. Garcia, Audrey A. Trainor, Melanie Chong
      Pages: 216 - 228
      Abstract: Career Development and Transition for Exceptional Individuals, Volume 44, Issue 4, Page 216-228, November 2021.
      We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-01-28T09:43:11Z
      DOI: 10.1177/2165143420982923
      Issue No: Vol. 44, No. 4 (2021)
       
  • Teacher Perceptions of Barriers to Providing Work-Based Learning
           Experiences

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      Authors: Magen Rooney-Kron, Stacy K. Dymond
      Pages: 229 - 240
      Abstract: Career Development and Transition for Exceptional Individuals, Volume 44, Issue 4, Page 229-240, November 2021.
      This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (N = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-01-22T05:22:42Z
      DOI: 10.1177/2165143420988492
      Issue No: Vol. 44, No. 4 (2021)
       
  • Transition Strengths and Needs of High School Students With Emotional and
           Behavioral Disorders

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      Authors: Kristopher Hawk Yeager, Joseph John Morgan, Monica R. Brown, Kyle Higgins, Iesha Jackson
      Pages: 241 - 252
      Abstract: Career Development and Transition for Exceptional Individuals, Volume 44, Issue 4, Page 241-252, November 2021.
      A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-01-23T11:33:10Z
      DOI: 10.1177/2165143420988527
      Issue No: Vol. 44, No. 4 (2021)
       
  • Coaching in Complexity: Lessons Learned: Investigating Implementation of
           Interventions in High Schools

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      Authors: Suzanne Kucharczyk, Kate Szidon, Laura J. Hall
      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
       
  • 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
       
  • 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
      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
       
  • A Scoping Review of Technology-Based Vocational Interventions for Autistic
           Individuals

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      Authors: So Yoon Kim, Shannon Crowley, Youngsun Lee
      Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
      This scoping review synthesized existing literature to address what is known about technology-based employment interventions for autistic individuals and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of autistic individuals. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-aged students digital literacy skills and transferable skills for a wide range of job options.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-08-31T07:16:38Z
      DOI: 10.1177/21651434211041608
       
  • 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
      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
       
  • Transition Discoveries: Participatory Action Research to Design Pathways
           to Success

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      Authors: Joan Kester, Matthew F. Flanagan, Julie Stella
      Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
      A multiyear critical participatory action research study was conducted with a total of 503 youth and young adults with disabilities (ages 14–25), family members, and transition stakeholders across the State of Pennsylvania. Youth and young adults with disabilities, families, and stakeholders served as participant researchers who collaborated in operationalizing post-school outcomes and the high-quality transition practices, resources, services, and supports that contribute to achieving them. As a result of this study, the Transition Discoveries Quality Indicator Framework was developed. We provide examples of how the content of this framework can be used to design experiences for youth and families to learn about transition planning, programs, and services. Guidelines for ecologically relevant research and implications for practice in secondary transition are provided.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-07-01T07:24:42Z
      DOI: 10.1177/21651434211026165
       
  • Defining Themselves: Transition Coordinators’ Conceptions of Their
           Roles in Schools

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      Authors: Jennifer L. Lillis, Elisabeth L. Kutcher
      Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
      Transition coordinators are key players in the delivery of high-quality transition services, but little is known about how they interpret and enact their roles. This qualitative study examined how transition coordinators conceptualize their role and the factors that shape their effectiveness. Emergent themes revealed that transition coordinators broadly conceptualized their role as ambiguous, autonomous, evolving, and relational. They identified the responsibilities and initiatives they prioritized to drive structural and cultural change. Participants further identified relational and logistical factors that affected implementation of transition practices, highlighting the importance of buy-in from stakeholders. Clearly defined and well-supported roles may help transition coordinators leverage their specialized knowledge to ensure students with disabilities are prepared to pursue self-determined life goals.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-05-04T06:41:22Z
      DOI: 10.1177/21651434211010687
       
  • 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
      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
       
  • Teaching Virtual Job Interview Skills to College Students With IDD Using
           Literacy-Based Behavioral Interventions

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      Authors: Angelica Downey, Ayse Torres, Kelly B. Kearney, Michael P. Brady, Joshua Katz
      Abstract: Career Development and Transition for Exceptional Individuals, Ahead of Print.
      College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2021-02-11T09:26:49Z
      DOI: 10.1177/2165143421989408
       
  • Are There Predictors of Success for Students With Disabilities Pursuing
           Postsecondary Education'

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      Authors: Joseph W. Madaus, Nicholas Gelbar, Lyman L. Dukes, Ashley Taconet, Michael Faggella-Luby
      Pages: 191 - 202
      Abstract: Career Development and Transition for Exceptional Individuals, Volume 44, Issue 4, Page 191-202, November 2021.
      Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.
      Citation: Career Development and Transition for Exceptional Individuals
      PubDate: 2020-12-22T08:03:24Z
      DOI: 10.1177/2165143420976526
      Issue No: Vol. 44, No. 4 (2020)
       
  • Video-Based Intervention to Improve Storytelling Ability in Job Interviews
           for College Students With Autism

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      Authors: Vidya D. Munandar, Leslie A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar
      First page: 203
      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
       
 
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