Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data

2020 ◽  
pp. 108835762095691
Author(s):  
Xueqin Qian ◽  
David Johnson ◽  
Clare Papay
Keyword(s):  
High School ◽  
Work Experience ◽  
Social Engagement ◽  
Autism Spectrum ◽  
Parent Expectations ◽  
Paid Work ◽  
Work Experiences ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.

Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities

2011 ◽  
Vol 49 (4) ◽  
pp. 233-247 ◽  
Author(s):  
Erik W. Carter ◽  
Diane Austin ◽  
Audrey A. Trainor
Keyword(s):  
High School ◽  
Severe Disabilities ◽  
Paid Work ◽  
Work Experiences ◽  
Factors Associated ◽  
Employment Success ◽  
Nationally Representative ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success during high school. Recommendations for research and practice are highlighted.

In-School Predictors of Postschool Employment for Youth Who Are Deaf-Blind

2017 ◽  
Vol 41 (4) ◽  
pp. 223-233 ◽  
Author(s):  
Jennifer L. Cmar ◽  
Michele C. McDonnall ◽  
Kasey M. Markoski
Keyword(s):  
Vocational Education ◽  
Employment Outcomes ◽  
Parent Expectations ◽  
Work Experiences ◽  
Transition Age Youth ◽  
Education Services ◽  
School Work ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the National Longitudinal Transition Study–2. Significant predictors of postschool employment were paid high school work experiences and parent expectations. Significant predictors of continuous employment were number of additional disabilities, vocational education services, and parent expectations. Implications for practice include educating parents about employment options early in youths’ lives, encouraging youth to obtain early work experiences, and ensuring that youth have access to vocational education services.

Differences in Self-Determination Across Disability Categories: Findings From National Longitudinal Transition Study 2012

2020 ◽  
pp. 104420732096439
Author(s):  
Xueqin Qian ◽  
Karrie Shogren ◽  
Omolola A. Odejimi ◽  
Todd Little
Keyword(s):  
Intellectual Disability ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Emotional Disturbances ◽  
Self Determination ◽  
Nationally Representative ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities

Researchers have established variability in self-determination scores across disability groups, but most nationally representative research has used data collected over a decade ago from the National Longitudinal Transition Study 2 (NLTS2). To provide an updated analysis of differences in characteristics of self-determination (i.e., autonomy, psychological empowerment, self-realization) across disability groups, this study analyzed data from the recently completed National Longitudinal Transition Study 2012 (NLTS2012). The authors tested measurement equivalence across seven disability groups: high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments), sensory disabilities (visual and hearing impairment), multiple disabilities (multiple disabilities and deaf-blindness), intellectual disability, traumatic brain injury, orthopedic impairments, and autism spectrum disorder (ASD). Students in the multiple disabilities, intellectual disability, and ASD groups showed lower self-determination scores compared with other disability groups. Greater variability was also found in scores among these groups. Implications for assessment research practice, and policy are highlighted.

“I’m Destined to Ace This”: Work Experience Placement During High School for Individuals with Autism Spectrum Disorder

2019 ◽  
Vol 49 (8) ◽  
pp. 3089-3101 ◽  
Author(s):  
Elinda Ai Lim Lee ◽  
Melissa H. Black ◽  
Tele Tan ◽  
Torbjorn Falkmer ◽  
Sonya Girdler
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Work Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder

Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012

2020 ◽  
Vol 45 (4) ◽  
pp. 256-270
Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Yi Chen Wu ◽  
John LaVelle ◽  
Martha L. Thurlow ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Postsecondary Education ◽  
Parental Education ◽  
Parental Expectations ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Chi Square ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
The Individual

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

Best Practices in Transition to Adult Life for Youth With Intellectual Disabilities

2013 ◽  
Vol 37 (3) ◽  
pp. 136-148 ◽  
Author(s):  
Clare K. Papay ◽  
Linda M. Bambara
Keyword(s):  
Best Practices ◽  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Parent Expectations ◽  
Life Outcomes ◽  
Postschool Outcomes ◽  
High Expectations ◽  
Transition Study ◽  
National Longitudinal Transition Study

A number of best practices are recommended by researchers and professionals in the field of transition to improve postschool outcomes for youth with intellectual disabilities. This study analyzed data from the National Longitudinal Transition Study-2 to examine whether best practices are predictive of postschool outcomes. The combination of five best practices was found to significantly predict employment, postsecondary education, and enjoyment of life outcomes after controlling for characteristics. In these analyses, parent expectations for employment and postsecondary education were some of the strongest predictors of postschool success. Although this study had several limitations, these findings suggest that best practices may be predictive of postschool success and highlight the importance of having high expectations for all youth.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 225-234 ◽  
Author(s):  
Stefania D. Petcu ◽  
M. Lee Van Horn ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Empowerment ◽  
Secondary Analysis ◽  
Self Determination ◽  
Education Programs ◽  
Research And Practice ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

Vocational Education Course Taking and Post–High School Employment of Youth With Emotional Disturbances

2016 ◽  
Vol 40 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Mary M. Wagner ◽  
Lynn A. Newman ◽  
Harold S. Javitz
Keyword(s):  
High School ◽  
General Education ◽  
Transition Planning ◽  
Emotional Disturbances ◽  
Full Time ◽  
Career And Technical ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
Full Time Employment ◽  
School Programming

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post–high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.

Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum

2020 ◽  
Vol 58 (4) ◽  
pp. 273-287
Author(s):  
Anne M. Roux ◽  
Jessica E. Rast ◽  
Tamara Garfield ◽  
Kristy A. Anderson ◽  
Paul T. Shattuck
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Work Experiences ◽  
Employment Policy ◽  
School Students ◽  
Students With Autism ◽  
Disability Employment

Abstract This study used nationally representative data to describe the prevalence and correlates of work experiences among high school students with autism who received special education. Four in tenstudents with autism experienced any type of work (community-based, school-sponsored, paid or unpaid) within a given year—significantly fewer than peers with and without disabilities. Rates of paid work among students with autism were comparable to students with intellectual disability (ID)but half the rate of non-special education peers. Among youth with autism, significant correlates of having work experiences included being white, parent participation in transition planning, and functional skills including navigation. Fostering a variety of early work experiences should be a key goal of disability employment policy at federal and state levels.

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