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

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

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357620956915 ◽

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.

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

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-49.4.233 ◽

2011 ◽

Vol 49 (4) ◽

pp. 233-247 ◽

Cited By ~ 56

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.

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

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143413486693 ◽

2013 ◽

Vol 37 (3) ◽

pp. 136-148 ◽

Cited By ~ 34

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.

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

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143416670135 ◽

2016 ◽

Vol 40 (4) ◽

pp. 225-234 ◽

Cited By ~ 5

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.

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Predictors of High School Graduation or Dropping Out for Youths with Severe Emotional Disturbances

Behavioral Disorders ◽

10.1177/019874299702300104 ◽

1997 ◽

Vol 23 (1) ◽

pp. 5-17 ◽

Cited By ~ 23

Author(s):

Billie Jo Rylance

Keyword(s):

High School ◽

Vocational Education ◽

High School Graduation ◽

Emotional Disturbances ◽

Dropping Out ◽

Hierarchical Regression ◽

Personal Variables ◽

School Graduation ◽

Transition Study ◽

National Longitudinal Transition Study

Using the National Longitudinal Transition Study (NLTS) database, this study explored predictors of graduating from versus dropping out of high school for 664 youths identified as having severe emotional disturbances (SED). The research examined the relationship between earning a diploma and (a) personal variables, (b) the receipt of counseling or therapy in school, and (c) the receipt of vocational education in school. Descriptive statistics indicated that almost 50% of the sample dropped out of high school, and a hierarchical regression analysis revealed that participation in school-based counseling and vocational education was significantly associated with high school graduation.

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Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

Behavioral Disorders ◽

10.1177/0198742919894288 ◽

2019 ◽

Vol 46 (1) ◽

pp. 29-41

Author(s):

Abigail Novak ◽

Daniel Poling ◽

Rebecca Muller ◽

David Peyton

Keyword(s):

Protective Factors ◽

Risk And Protective Factors ◽

Behavioral Skills ◽

Post Secondary ◽

Factors Associated ◽

Self Reports ◽

Teacher Reports ◽

Transition Study ◽

Using Data ◽

National Longitudinal Transition Study

Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.

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Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data From NLTS2

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143413486927 ◽

2013 ◽

Vol 37 (3) ◽

pp. 168-176 ◽

Cited By ~ 19

Author(s):

Karrie A. Shogren ◽

William Kennedy ◽

Chantelle Dowsett ◽

Mauricio Garnier Villarreal ◽

Todd D. Little

Keyword(s):

Emotional Disturbances ◽

Self Determination ◽

Future Research ◽

Hearing Impairments ◽

Race Ethnicity ◽

Transition Study ◽

Using Data ◽

National Longitudinal Transition Study ◽

High Incidence Disabilities ◽

The Impact

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination—autonomy, self-realization, and psychological empowerment—directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.

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Upaya Meningkatkan Efikasi Diri Melalui Layanan Bimbingan Konseling

ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) ◽

10.32505/enlighten.v3i1.1495 ◽

2020 ◽

Vol 3 (1) ◽

pp. 48-59

Author(s):

Nona Nurfadhilla

Keyword(s):

Self Efficacy ◽

Counseling Services ◽

Guidance And Counseling ◽

School Work ◽

Analysis Techniques ◽

Qualitative Descriptive ◽

Doing School ◽

Good Learning ◽

Using Data ◽

Collection Methods

This article aims to look at how to improve self-efficacy through guidance and counseling services at SMP 1 Pleret, Yogyakarta. This type of research is qualitative descriptive, data collection methods through interviews and observations. Data analysis techniques using data reduction, data presentation and drawing conclusions. Results and discussion that there are still many students who have low self-efficacy so they are difficult to achieve good learning outcomes. This is proven by some students rarely doing school work and rarely doing homework also do not have the motivation to excel. BK teachers try through guidance and counseling services in the form of a preventive approach for those with high self-efficacy and a curative approach for students with low self-efficacy. Such as helping students to convince themselves that students are able to do tasks even though it is difficult and able to excel and to convince students to avoid feeling inferior about themselves. Guidance and counseling provided by BK teachers shows significant changes in some students who already have high self-efficacy. So it can be concluded that through guidance and counseling can be an effort to improve student self-efficacy.

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The impact of arthritis on the educational and early work experiences of young people: a qualitative secondary analysis

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2018-0240 ◽

2019 ◽

Vol 0 (0) ◽

Cited By ~ 2

Author(s):

Albert Farre ◽

Sara Ryan ◽

Abigail McNiven ◽

Janet E. McDonagh

Keyword(s):

Young People ◽

Secondary Analysis ◽

Young Person ◽

Full Potential ◽

Work Experiences ◽

Health Providers ◽

Structured Interviews ◽

Self Advocacy ◽

School Work ◽

The Impact

Abstract Introduction Young people’s transition into adulthood is intertwined with the worlds of education and work. Poor health in adolescence has been associated with poorer education and employment outcomes in adulthood. This paper explores the impact of arthritis on the educational and early work experiences of young people with arthritis. Methods We undertook a supplementary secondary analysis of a qualitative dataset comprising narrative and semi-structured interviews of 39 young people who had been diagnosed with arthritis in childhood, adolescence or young adulthood. Results Our findings illustrate how young people living with arthritis are faced with a range of added disruptions and challenges in their educational/vocational lives. There is an important element of resilience associated with the process of making a career choice and acting upon personal aspirations. Appropriate support and flexibility in the workplace/educational setting can enable successful outcomes, but disclosure is not a straightforward process for young people living with arthritis. Conclusions It is paramount that health providers consistently and effectively address self-advocacy skills with the young person, particularly during educational and vocational transitions. Alongside this, there is the need to further strengthen the health-school/work interface to ensure that young people living with chronic illness can meet their full potential in adulthood.

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