The effects of peer tutoring interview skills training with transition-age youth with disabilities

2010 ◽  
Vol 33 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Sheryl Bobroff ◽  
Caren L. Sax
Keyword(s):  
Peer Tutoring ◽  
Skills Training ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age

Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities

2021 ◽  
Vol 44 (2) ◽  
pp. 120-131
Author(s):  
Sara T. McCormick ◽  
Noelle K. Kurth ◽  
Catherine E. Chambless ◽  
Catherine Ipsen ◽  
Jean P. Hall
Keyword(s):  
Case Management ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Management Strategies ◽  
Case Managers ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Education And Employment

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.

Service needs assessment of employment-related soft skills for transition age youth with disabilities

2021 ◽  
pp. 1-11
Author(s):  
Weili Lu ◽  
Janice Oursler ◽  
Ni Gao ◽  
Samantha Herrick ◽  
Jake Mariani ◽  
...  
Keyword(s):  
Service Providers ◽  
Soft Skills ◽  
Service Needs ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Transition Age ◽  
Work Related ◽  
Employment Success ◽  
Disability Service Providers

BACKGROUND: Work-related soft skills can be an important factor for successful employment outcomes, particularly for individuals with disabilities. OBJECTIVE: This study conducted a survey on the needs of important work-related soft skills for employment success of transition age youth with disabilities. METHODS: 183 participants included 27 individuals with disabilities, 32 family members of individuals with disabilities,35 disability service providers, 47 disability advocates and 42 employers, completed surveys to identify a list of soft skills by importance for transition age youth with disabilities to succeed at work. RESULTS: All five groups noted the top two skills: asking for help and responding to feedback, as most important. Employers also rated interview skills as third most important skills, while the other four groups advocated requesting for accommodations and negotiating conflicts as the third and fourth most important skills. CONCLUSIONS: Findings indicated soft skills being critical to work success for transition age youth with disabilities, with some skills potentially being more important. Vocational counseling implications were discussed.

Parent Perspectives on Pre-Employment Transition Services for Youth With Disabilities

2021 ◽  
pp. 003435522199354
Author(s):  
Michele A. Schutz ◽  
Jessica M. Awsumb ◽  
Erik W. Carter ◽  
Elise D. McMillan
Keyword(s):  
Transition Services ◽  
Intellectual And Developmental Disabilities ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Potential Barriers ◽  
Employment Preparation ◽  
Employment Transition ◽  
Survey Responses ◽  
Local Transition

Parents have long been recognized as critical supports and partners to youth with disabilities preparing for the world of work. We collected survey responses from 253 parents of transition-age youth with disabilities regarding their views on practices related to pre-employment transition services (Pre-ETS), the overall employment preparation of their children, potential barriers to future employment, and their knowledge of local transition resources. Parents reported that their children would benefit from an array of employment-focused transition practices. However, they were quite mixed in their views of prevailing barriers and current employment preparation. Moreover, a large majority of parents said they were unfamiliar with a range of transition-related resources available in their communities. In some areas, the views of parents differed based on the type of community in which they lived (i.e., rural vs. non-rural) or the nature of their child’s disability (i.e., intellectual and developmental disabilities vs. other disabilities). We offer recommendations for supporting families as they prepare their children with disabilities for life after high school.

Validating a Model of Motivational Factors Influencing Involvement for Parents of Transition-Age Youth With Disabilities

2017 ◽  
Vol 39 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Kara A. Hirano ◽  
Lina Shanley ◽  
S. Andrew Garbacz ◽  
Dawn A. Rowe ◽  
Lauren Lindstrom ◽  
...  
Keyword(s):  
Motivational Factors ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Factors Influencing

scholarly journals Cognitive Skills Training for Homeless Transition-Age Youth

2017 ◽  
Vol 205 (11) ◽  
pp. 859-866 ◽  
Author(s):  
Alice Medalia ◽  
Alice M. Saperstein ◽  
Yanlan Huang ◽  
Seonjoo Lee ◽  
Elizabeth J. Ronan
Keyword(s):  
Cognitive Skills ◽  
Skills Training ◽  
Transition Age Youth ◽  
Transition Age

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

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