Allison Cohen Hall

Bio: Allison Cohen Hall is an academic researcher from University of Massachusetts Boston. The author has contributed to research in topics: Workforce & Workforce planning. The author has an hindex of 10, co-authored 28 publications receiving 534 citations.

Choosing Employment: Factors That Impact Employment Decisions for Individuals With Intellectual Disability

Abstract: Little is known about the factors that shape the employment-related decisions of individuals with intellectual and/or developmental disabilities. Findings from qualitative interviews with individuals, their family members, and employment-support professionals from four community rehabilitation providers throughout Massachusetts were reported. Recognizing the value of participatory action research, we also included a co-researcher with intellectual disability who participated in all facets of the research process. Findings revealed a collection of people and factors considered influential in employment-related decision-making. The family in the formative years, school-based staff and early employment experiences, the culture of the community rehabilitation providers, the job developer, and personal preferences all influenced participants' decisions. Through understanding these persuasive elements, we offer recommendations to those in the intellectual and developmental disabilities field to optimize employment choices and outcomes.

Reciprocity and Social Capital in Sibling Relationships of People With Disabilities

Abstract: Sibling relationships are some of the longest-lasting relationships people experience, providing ample opportunities to build connections across the life span. For siblings and people with intellectual and developmental disabilities (IDD), these connections take on an increased significance as their families age and parents can no longer provide care. This article presents findings from a qualitative study that addresses the question, “How do siblings support each other after parents no longer can provide care to the person with IDD?” Findings in this study suggest that siblings with and without disabilities experience reciprocity as a transitive exchange, which occurs through the creation of social capital in their families and community, and that nondisabled siblings mobilize their social capital to provide support to their sibling after parents pass away. Implications for future research as well as policy and practice are discussed.

Social capital through workplace connections: opportunities for workers with intellectual disabilities.

Abstract: Using qualitative methods, this study examined the experiences of individuals with intellectual disabilities (IDs) in sheltered workshops and compared them to those in community employment. In particular, the study investigated how employment affects opportunities for the creation of social capital. Primary respondents were individuals with ID and secondary respondents were family members and employment services staff. Findings revealed that a form of social capital was created through workplace connections. Community employment did not increase social capital per se, but it did produce opportunities not available in the workshop. The role of family members emerged as critical in the support of community employment and its potential for social capital development.

What Do Employment Specialists Really Do? A Study on Job Development Practices:

Abstract: This study examined the extent to which employment specialists implemented the job development practices recommended in the research literature when assisting job seekers with intellectual or developmental disabilities. Self-reported data were collected through a Web-based survey from 163 employment specialists from 74 employment programs in 28 states. Questions focused on the following four clusters of activities: Getting to know job seekers, finding job openings, engaging employers to hire, and facilitating transition to a job. Findings showed that some employment specialists self-reported practices conflicted with the practices advocated in the literature. On the basis of our findings, we recommended a greater emphasis on implementing job development activities recommended in the literature as well as furthering research on effective, evidence-based practices.

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Abstract: I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

Abstract: Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with intellectual disabilities...

Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

Abstract: This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students’ postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students.

Recharging or Retiring Older Workers? Uncovering the Age-Based Strategies of European Employers

Abstract: Purpose of the Study: We offer an empirically based taxonomy of the human resource policies of European employers in relation to older workers. In particular, 3 age-based strategies are discussed and analyzed in a simultaneous fashion: a focus on exit through retirement, workplace accommodation measures, and employee development measures. Design and Methods: A sample of 3,638 organizations in 6 European countries (Denmark, Germany, Italy, The Netherlands, Poland, and Sweden) is analyzed to discover which of the 7 antecedents investigated herein are associated with the implementation of these human resource strategies. The key predictors are the proportion of older workers (aged 50 or older), organization size, seniority-based compensation, labor union involvement, training requirement, recruitment problems, and knowledge intensity. Structural equation modeling is used to assess whether these predictors are associated with the 3 latent factors. Results: The 7 key predictors of the 3 strategies show that these strategies are used simultaneously, but that the employers clearly use exit policies more intensively than they use development measures. Organizations thus use a dual approach to managing the employment of older workers. They may sort older workers either upwards (e.g., by encouraging career development and training) or outwards (by promoting early retirement). The same division can be detected when examining the effects of labor union involvement and seniority-based wages. When recruitment problems are encountered, more effort is directed toward accommodation and investment. Implications: Despite the warnings of policymakers about the possible consequences of an aging population, European employers are not yet formulating strategies that promote active aging, often still opting for the easy way out, via exit strategies.