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.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

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.

Assistive Technology and Students With High-incidence Disabilities

2011 ◽  
Vol 33 (5) ◽  
pp. 298-308 ◽  
Author(s):  
Emily C. Bouck ◽  
Yukiko Maeda ◽  
Sara M. Flanagan
Keyword(s):  
High School ◽  
Assistive Technology ◽  
Postsecondary Education ◽  
Technology Use ◽  
Postschool Outcomes ◽  
High Incidence ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities ◽  
Technology In School

Assistive technology use in secondary school and postschool has been shown to improve the educational attainment and life outcomes of students with high-incidence disabilities. This study used data from the National Longitudinal Transition Study–2—collected in the early to mid-2000s—to explore the relationship between receipt of assistive technology in school and postschool outcomes. Few students in this study reported receiving assistive technology in high school (7.8%) and fewer still after high school (1.1%). In general, students with high-incidence disabilities who reported receiving assistive technology in school had more positive postschool outcomes in terms of a paid job, wages, and participation in postsecondary education. Yet assistive technology receipt was not a statistically significant factor in the logistic regression model for any dependent variable (i.e., postschool outcome). Although positive implications for receipt of assistive technology in school were suggested, receipt was not a predictor for positive postschool outcomes.

Postschool Services and Postschool Outcomes for Individuals With Mild Intellectual Disability

2016 ◽  
Vol 40 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Emily C. Bouck ◽  
Courtney Chamberlain
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Secondary Analysis ◽  
Adult Life ◽  
Secondary Data ◽  
Mild Intellectual Disability ◽  
Postschool Outcomes ◽  
Transition Study ◽  
Services And Supports ◽  
The Relationship

Understanding the relationship between services and outcomes is important for students with disabilities. While research exists regarding relationships between services and supports provided in school and adult life outcomes for students with disabilities, less attention is paid to the supports and services provided after students exit high school. This study was a secondary data analysis of the National Longitudinal Transition Study−2 (NLTS2) to explore the postschool experiences and services received by individuals with mild intellectual disability and to understand the relationship between receipt of postschool services and postschool outcomes. The main findings for this secondary analysis were the lack of postschool services and supports provided to individuals with mild intellectual disability, and a lack of benefit in terms of postschool outcomes if postschool services were received.

scholarly journals Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

2018 ◽  
Vol 42 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Audrey A. Trainor ◽  
Lynn Newman ◽  
Elisa Garcia ◽  
Heather H. Woodley ◽  
Rachel Elizabeth Traxler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
English Learners ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Secondary Analysis ◽  
School Personnel ◽  
Nationally Representative ◽  
Transition Study ◽  
National Longitudinal Transition Study

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

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.

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.

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.

scholarly journals Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective

2020 ◽  
Author(s):  
Rumi Agarwal ◽  
Laura Heron ◽  
Shanna L. Burke
Keyword(s):  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Independent Living ◽  
Public University ◽  
Life Outcomes ◽  
Parent Perspective ◽  
Parental Perspectives ◽  
Integral Role ◽  
And Behavior ◽  
Individuals With Intellectual Disabilities

Abstract Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.

An Examination of the Relationship Between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization

2016 ◽  
Vol 51 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Karrie A. Shogren ◽  
Jaehoon Lee ◽  
Pavel Panko
Keyword(s):  
Postsecondary Education ◽  
Social Engagement ◽  
Independent Living ◽  
Psychological Empowerment ◽  
Strong Relationship ◽  
Future Research ◽  
Postschool Outcomes ◽  
Transition Study ◽  
Using Data ◽  
The Impact

This study examined, using data from the National Longitudinal Transition Study–2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool—(a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement—outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed.

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.

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