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...

http://journals.sagepub.com/doi/pdf/10.1177/1044207311414680

Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

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.

http://functionalassessment.pbworks.com/w/file/fetch/89803301/grigal et al 2011. transition planning.pdf

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

There is a lack of information concerning adults with autism spectrum disorder (ASD), especially with regards to their access to health care. A paper and electronic survey was sent to 1,580 primary care physicians in Connecticut. 346 respondents returned a survey and provided care to adults with an ASD. This physician survey provides data on adults with ASD such as: reasons for physician visits, living arrangements, employment status, and any services they are receiving. Responses revealed inadequate training in the care of adults with an ASD and physicians interest in obtaining additional training. The ability to provide a medical home for adults with autism will need to address effective strategies to train current and future physicians.

Brief report: the medical care of adults with autism spectrum disorders: identifying the needs.

This publication of the Center for International Rehabilitation Research Information and Exchange is supported by funds received from the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education under grant number H133A050008. The opinions contained in this publication are those of the authors and do not necessarily reflect those of CIRRIE or the Department of Education.

/pdf/international-encyclopedia-of-rehabilitation-2dqv91yvmy.pdf

International Encyclopedia of Rehabilitation

The current study involved a preliminary job-site testing of computer software, i.e., VideoTote, delivered via a computer tablet and designed to provide users with video modeling and prompting for use by young adults with an autism spectrum disorder (ASD) across a range of employment settings. A multiple baseline design was used to assess changes in rates of completion with a complex, 104-step shipping task by four participants diagnosed with ASD. Baseline data were collected on accuracy of task completion after exposure to typical job-training involving instruction, modeling, and practice. The intervention involved video modeling and prompting with a 13 minute video depicting an individual completing job responsibilities that entailed checking to make sure materials were in working order, replacing defective items, packing materials in a container, entering information into a computer, and attaching a label to a container. Results suggested that video modeling and prompting were effective in helping individuals with autism complete a multi-step shipping task. Participants and their parents gave the device and software high ratings as an acceptable treatment for adults with autism to use in the workplace and intervention that complies with universal design principles. Implications for competitive job opportunities for individuals with autism are discussed.

Tablet-based video modeling and prompting in the workplace for individuals with autism

/pdf/statedata-the-national-report-on-employment-services-and-3mdnbefcch.pdf

StateData: The National Report on Employment Services and Outcomes, 2012

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Educat...

https://journals.sagepub.com/doi/pdf/10.1177/2165143418813358

Experiences That Predict Employment for Students with Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs.

The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability.

/pdf/training-together-state-policy-and-collective-participation-46o5rgwh6a.pdf

Training Together: State Policy and Collective Participation in Early Educator Professional Development

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program. Secondary school (e.g., inclusion in high school and participation in state assessments) and postsecondary education experiences (e.g., advocacy for accommodations, participation in social activities, and living arrangements) that predicted self-determination status were examined. Directions for future research and practice are discussed. Researchers have consistently identified selfdetermination as a key factor to success in postsecondary education for students with disabilities (Field, Sarver, & Shaw, 2003; Shogren & Shaw, 2016; Test et al., 2009; Thoma & Getzel, 2005). In a systematic review of the literature on evidence-based predictors of postschool outcomes, Test et al. (2009) identified self-determination and self-advocacy interventions in secondary school as predictor of more positive postsecondary education outcomes for students with disabilities. Shogren and Shaw (2016), analyzing data from the National Longitudinal Transition Study-2, found that students’ level of autonomy, an essential characteristic of self-determination, predicted access and progress in postsecondary education for students with high incidence disabilities. Thoma and Getzel (2005), in interviews with students with disabilities in college, found that students identified skills associated with self-determination, including problem-solving, self-realization, goalsetting, and self-management, as critical to

Frank A. Smith

Papers

StateData: The National Report on Employment Services and Outcomes, 2012

Experiences That Predict Employment for Students with Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs.

Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability.

Training Together: State Policy and Collective Participation in Early Educator Professional Development

Predictors of Self-Determination in Postsecondary Education for Students with Intellectual and Developmental Disabilities.