Work-Related Skills Awareness in High-School Students with Diabilities

This study investigated the work-related skills awareness levels of high school students with disabilities by comparing expert ratings and student self-report ratings. This issue is considered important because (a) evidence indicates that lack of awareness is associated with poor employment outcomes and (b) young persons with disabilities are known to experience employment difficulties. Substantial deficits in awareness were found, with the majority of students overestimating their abilities, as hypothesized. In addition, students perceived by adult raters as having greater employability assets tended to be more accurate in their work-related skills awareness. Suggestions for interventions and future research needed in this area are included.

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Teaching High School Students With Disabilities to Advocate for Academic Accommodations

The Journal of Special Education ◽

10.1177/0022466919892955 ◽

2019 ◽

Vol 54 (3) ◽

pp. 146-156

Author(s):

Nancy J. Lopez ◽

Nicole M. Uphold ◽

Karen H. Douglas ◽

Shaqwana Freeman-Green

Keyword(s):

High School ◽

High School Students ◽

General Education ◽

Students With Disabilities ◽

Functional Relation ◽

Transition Process ◽

Future Research ◽

Academic Accommodations ◽

School Students ◽

Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

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Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

Journal of Special Education Technology ◽

10.1177/016264340902400302 ◽

2009 ◽

Vol 24 (3) ◽

pp. 9-20 ◽

Cited By ~ 20

Author(s):

Margo Vreeburg Izzo ◽

Amanda Yurick ◽

Bianca McArrell

Keyword(s):

High School ◽

High School Students ◽

General Education ◽

Students With Disabilities ◽

Assistive Technologies ◽

Future Research ◽

Text To Speech ◽

School Students ◽

General Education Curriculum ◽

Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

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Evidence for the Technical Adequacy of the Risk Assessment and Distress Recovery: Examining Risks While Avoiding Profiling Youth With Mental Health Difficulties

Journal of Psychoeducational Assessment ◽

10.1177/07342829211009123 ◽

2021 ◽

pp. 073428292110091

Author(s):

Justin D. Garwood ◽

Nicholas A. Gage

Keyword(s):

Mental Health ◽

High School ◽

Risk Assessment ◽

High School Students ◽

School Violence ◽

Students With Disabilities ◽

Reliability And Validity ◽

The United States ◽

Self Report ◽

School Students

This study examined the psychometric properties of the Risk Assessment and Distress Recovery (RADR) Scale—a new self-report psychological screening tool for high school students that explores risk factors related to mental health characteristics of students who have engaged in school violence. The sample consisted of 1093 high school students from all four regions of the United States. A four-factor model consisting of coping skills, depression, suicidal ideation, and narcissism demonstrated good fit. Results of confirmatory factor analysis and measurement invariance, as well as internal consistency estimates, provide initial evidence for reliability and validity of the RADR. Exploratory analyses between the RADR and characteristics of past school shooters are also presented. Students with disabilities self-reported significantly greater risks for mental health concerns across all four constructs, with small (.15) to large (.80) effect sizes.

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Technique for Measuring Vocational Interests and Inclinations in High-School Students with Disabilities

Psychological Science and Education ◽

10.17759/pse.2018230206 ◽

2018 ◽

Vol 23 (2) ◽

pp. 50-58

Author(s):

A.A. Bikbulatova ◽

A.V. Karplyuk ◽

G.N. Parshin ◽

D.A. Dzhafar-Zade ◽

A.G. Serebryakov

Keyword(s):

High School ◽

High School Students ◽

Students With Disabilities ◽

Career Guidance ◽

Modern Society ◽

Vocational Interests ◽

School Students ◽

Persons With Disabilities ◽

Main Research ◽

Training Support

The paper presents a specially developed technique for professional orientation in persons with disabilities, outlines determinants affecting the main research variables, and offers some methodological tips on the use of the technique basing on the most significant research data. Providing career guidance to people with disabilities is a priority task as professional self-determination and work socialization are extremely important for the disabled in modern society. The paper describes a process of developing a new methodology for measuring quantitative and qualitative features of vocational interests in high school students with disabilities. The recommendations provided focus on how to arrange effective analytic work aimed at rendering optimal training support to students of 11th classes with different types of disabilities.

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Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-57.4.307 ◽

2019 ◽

Vol 57 (4) ◽

pp. 307-322 ◽

Cited By ~ 1

Author(s):

Yun-Ching Chung ◽

Karen H. Douglas ◽

Virginia L. Walker ◽

Rachel L. Wells

Keyword(s):

High School ◽

High School Students ◽

Developmental Disabilities ◽

General Education ◽

Students With Disabilities ◽

Future Research ◽

Intellectual And Developmental Disabilities ◽

School Students ◽

General Educator ◽

Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

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Support Related to Schools and School Well-Being: Self Esteem as Mediator

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v4i2.42869 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Muhammmad Ahkam Alwi ◽

Dewi Retno Suminar ◽

Nur Ainy Fardana Nawangsari

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Well Being ◽

Self Esteem ◽

Study Data ◽

Self Report ◽

Future Research ◽

School Students ◽

Quantitative Correlational Study

School well-being is hope for students, they can survive in school. However, many students experience low levels of school well-being which has an impact on students' psychological and academic outcomes. The purpose of this study was to determine social support related to schools that can affect school well-being in high school students in Surabaya. The approach of this research is quantitative correlational study. Data collection using self-report questionnaires to measure school well-being, support related to schools, and self-esteem. Participants were 220 high school students. Path analysis procedures were performed to address the hypothesis. The results found that the teacher's social support and friend social are related to direct and indirect school well-being mediated self-esteem. This study suggests that students can improve their well-being with support related to schools and self-esteem. Policymakers in schools, mainly school principals and teachers, can improve school well-being for students Limitations and implications of the findings are discussed for future research.

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Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

Journal of Teaching and Learning ◽

10.22329/jtl.v14i2.6202 ◽

2020 ◽

Vol 14 (2) ◽

pp. 33-49

Author(s):

Natalie Spadafora ◽

Emily L. Murphy ◽

Danielle S. Molnar ◽

Dawn Zinga

Keyword(s):

High School ◽

High School Students ◽

Test Anxiety ◽

First Generation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Report ◽

First Generation Students ◽

School Students ◽

Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

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Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

Journal of Interpersonal Violence ◽

10.1177/08862605211028314 ◽

2021 ◽

pp. 088626052110283

Author(s):

Cara Herbitter ◽

Alyssa L. Norris ◽

Kimberly M. Nelson ◽

Lindsay M. Orchowski

Keyword(s):

High School ◽

High School Students ◽

Dating Violence ◽

Sexual Minority ◽

Teen Dating Violence ◽

Baseline Survey ◽

Future Research ◽

School Students ◽

Minority Adolescents ◽

Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

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Self-reports of emotional distress in a sample of urban black high school students

Psychological Medicine ◽

10.1017/s0033291700049114 ◽

1982 ◽

Vol 12 (4) ◽

pp. 809-817 ◽

Cited By ~ 10

Author(s):

Ellen W. Freeman ◽

Karl Rickels ◽

Emily B. H. Mudd ◽

George R. Huggins ◽

Celso-Ramon Garcia

Keyword(s):

High School ◽

High School Students ◽

Emotional Distress ◽

Clinical Sample ◽

Great Majority ◽

Self Report ◽

School Students ◽

Hopkins Symptom Checklist ◽

Adolescent Groups ◽

High Distress

SynopsisEmotional distress as assessed by the self-report Hopkins Symptom Checklist (HSCL) was examined in a sample of 607 urban black high school students aged 15–18. These adolescents reported high distress primarily about feelings of disadvantage, volatile anger, interpersonal sensitivity and loneliness. Females were significantly more likely than males to indicate emotional distress, although several of the leading distress items were endorsed equally by both groups. Male and female scores across the HSCL factors differed in degree rather than form. The great majority of these adolescents didnotreport significant emotional distress. These data provide a base from a non-clinical sample for comparison with other adolescent groups where emotional distress may play a role.

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