Postschool Outcomes for Students with Significant Emotional Disturbance following Best-Practice Transition Services

1998 ◽  
Vol 23 (4) ◽  
pp. 231-242 ◽  
Author(s):  
Pat L. Sample
Keyword(s):  
Emotional Disturbance ◽  
Community Involvement ◽  
Work Experience ◽  
Best Practice ◽  
Supported Employment ◽  
Transition Services ◽  
Postschool Outcomes ◽  
Community Adjustment ◽  
Social Skills Curriculum ◽  
Out Of School

Six best practices—vocational intervention, paid work experience, social skills curriculum, interagency collaboration, parent involvement, and individualized plans/planning—were linked to postschool outcomes of employment and community adjustment for students with significant emotional disturbance (SED). Telephone and in-person interviews were conducted with 30 (57%) of 53 former students who had participated in supported employment and entrepreneurial education transition grant projects between 1989 and 1994. The former students answered questions about their employment, residential situations, community involvement, recreational pursuits, and citizenship activities 6 months, 12 months, and 24 months after leaving school. Univariate analyses of individual interventions and student outcomes showed that students out of school for 6 months who had been employed for long periods of time while in school had higher rates of employment than those who had not worked. Students out of school for 7 year whose parents were actively involved in their educational programs were more likely than their peers with uninvolved parents to have a successful community adjustment. Recommendations for further study include pursuing the development of appropriate definitions and assessment of transition services and interventions and exploring further interventions over which educators have direct control.

Predictors of Victimization Experiences of Adolescents with Disabilities in Transition

1996 ◽  
Vol 63 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Bonnie Doren ◽  
Michael Bullis ◽  
Michael. R. Benz
Keyword(s):  
Logistic Regression ◽  
Social Skills ◽  
Emotional Disturbance ◽  
Serious Emotional Disturbance ◽  
Regression Analyses ◽  
Arrest Record ◽  
School Career ◽  
Social Achievement ◽  
Out Of School ◽  
Victimization Rates

This study explored predictors of victimization experiences on a sample of adolescents with disabilities while in school and 1 year after leaving school, through phone interviews of students and parents. Logistic regression analyses revealed that people with serious emotional disturbance who demonstrated low personal/social achievement skills were more likely to experience victimization sometime in their school career than were people with other disabilities and higher personal/social skills. Variables affecting victimization rates 1 year out of school included prior victimization (while in school), gender (females were more likely to be victimized), and arrest record of people with serious emotional disturbance after leaving school.

scholarly journals Metropolitan Vision, Stakeholder Action and Community Involvement in Regeneration of Seaside Cities: Innovative Strategies from New York City for the Gulf of Naples

2014 ◽  
Vol 11 ◽  
pp. 232-240 ◽  
Author(s):  
Massimo Clemente
Keyword(s):  
New York ◽  
New York City ◽  
Community Involvement ◽  
Best Practice ◽  
Research Council ◽  
National Research Council ◽  
Common Interest ◽  
Innovative Strategies ◽  
The Public ◽  
Gulf Of Naples

This paper suggests to reflect on the waterfront in a nontraditional way, referring to theoretical and methodological assumptions, developed in recent years about “Cities from the Sea” by our research group in the National Research Council of Italy. So the first step is to move from cognitive analysis to proposals and projects. We can refer to the positive experience of New York that is a best practice in approach, strategies and results. The key of this success is a synthesis of the metropolitan vision favored by the public government, the activation of stakeholders to get results of common interest, the involvement of local communities. People was informed and motivated to put a position, they were encouraged to participate and to give a significant contribute to the achievement of results.

The Availability of Program Descriptions among Programs for Seriously Emotionally Disturbed Students

1988 ◽  
Vol 13 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Judith K. Grosenick ◽  
Nancy L. George ◽  
Michael P. George
Keyword(s):  
Emotional Disturbance ◽  
Behavioral Disorders ◽  
Community Involvement ◽  
Emotionally Disturbed ◽  
Field Testing ◽  
Children And Youth ◽  
Student Needs ◽  
Professional Literature ◽  
Quality Programs ◽  
Seriously Emotionally Disturbed Children

This article addresses the value of program descriptions for the field of serious emotional disturbance/behavioral disorders and presents data collected on the availability of written programs for this population of students. The development and field testing of instrumentation used to collect these and other data on the characteristics of district-wide programs for seriously emotionally disturbed children and youth are described. The availability of program descriptions was assessed in eight areas: philosophy, student needs and identification procedures, student and program goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation. Findings indicated that relatively few comprehensive program descriptions are available to program planners and developers in the field of behavioral disorders, leading to a conclusion similar to one drawn by other writers with regard to the availability of program descriptions in the professional literature — while many high quality programs are likely to exist in the field they have not been adequately described on paper.

Caregivers’ experiences and perspectives of factors associated with relapse in Iranian people living with schizophrenia: A qualitative study

2021 ◽  
pp. 002076402110689
Author(s):  
Maryam Zabihi Poursaadati ◽  
Masoomeh Maarefvand ◽  
Jafar Bolhari ◽  
Samaneh Hosseinzadeh ◽  
Nahid Songhori ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Work Experience ◽  
Supported Employment ◽  
Informal Caregivers ◽  
Holistic Approach ◽  
Access To Treatment ◽  
Governmental Organization ◽  
Factors Affecting ◽  
Formal Caregivers ◽  
Age Range

Background: Relapse in People Living with Schizophrenia (PLS) has several reasons and recognizing these can increase the effectiveness of treatment interventions. Formal and informal caregivers are an informed source to reduce relapse in PLS. Aim: This study explores the caregivers’ perspective in Iran on the factors affecting relapse in PLS. Method: A total of 28 caregivers (16 formal caregivers and 12 informal caregivers) of PLS were enrolled in our qualitative study. A content analysis was conducted using individual and group, semi-structured in-depth interviews with informal and formal caregivers of PLS. This study was conducted in a hospital, three universities, and a non-governmental organization in Tehran, Iran. Results: The majority (69%) of the participants were females. About half of the informal caregivers were over 60 years old and about 40% of the formal caregivers were in the age range of 30 to 40 years. The average number of years of work for informal caregivers was 17.6 years and the average of work experience among the formal caregivers was 14.1 years. Seven key dual themes were identified from data: ‘awareness-stigma’, ‘social support-social exclusion’, ‘treatment adherence-treatment discontinuation’, ‘holistic approach – one-dimensional approach’, ‘supported employment-social dysfunction’, ‘emotional management in family – family with high emotional expression’, and ‘access to treatment-treatment gap’. Conclusion: The results of this research can help practitioners and policymakers to enable evidence-based practices to reduce relapse in PLS by emphasizing and acting on factors identified in our analyses.

Mediating Role of Self-Determination Constructs in Explaining the Relationship Between School Factors and Postschool Outcomes

2016 ◽  
Vol 83 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Karrie A. Shogren ◽  
Mauricio Garnier Villarreal ◽  
Kyle Lang ◽  
Hyojeong Seo
Keyword(s):  
Psychological Empowerment ◽  
Transition Services ◽  
Self Determination ◽  
School Factors ◽  
Data Set ◽  
Postschool Outcomes ◽  
Mediating Role ◽  
School Based ◽  
The Relationship

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment, and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the essential role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.

Translating Research Into a Seamless Transition Model

2013 ◽  
Vol 38 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Debra Martin Luecking ◽  
Richard G. Luecking
Keyword(s):  
School Districts ◽  
Family Involvement ◽  
Work Experience ◽  
Transition Services ◽  
Academic Preparation ◽  
Transition Model ◽  
Youth Empowerment ◽  
Transition Service ◽  
Seamless Transition ◽  
Service Collaboration

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified as being highly associated with positive postschool employment outcomes. These components are reflected in the Guideposts for Success, produced by the National Collaborative on Workforce and Disability/Youth (NCWD/Y), which represents professional consensus and extant research about what constitutes optimal transition service. The authors present a descriptive report on the implementation of a model for systematically delivering seamless transition services based on components of the NCWD/Y Guideposts. They report on how this model has been applied in 11 of the 24 county-wide school districts in Maryland for diverse special education populations, and provide preliminary data on its early impact on the students’ transition to careers.

Communication Strategies for Increasing the Integration of Persons in Supported Employment

1995 ◽  
Vol 4 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Keith Storey ◽  
Helen Ezell ◽  
Linda Lengyel
Keyword(s):  
Social Interactions ◽  
Best Practice ◽  
Supported Employment ◽  
Communication Strategies ◽  
Severe Disabilities ◽  
Future Research ◽  
Communication Research ◽  
Social Skills Instruction ◽  
The Social ◽  
Communication Interventions

Integration of workers with severe disabilities is a critical outcome of supported employment. However, in practice, integration has been difficult to achieve. Few intervention strategies have been empirically validated. This paper reviews data-based communication research designed to increase the social interactions of workers with disabilities in supported employment settings. The literature is divided into three areas for review (social skills instruction, problem solving, and nonverbal communication strategies). Nineteen articles are reviewed. Specific communication interventions for increasing integration are analyzed and evaluated with suggestions for best practice of instructional techniques. Recommendations for future research are discussed.

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