The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities:

There is considerable and intense discussion in the field of intellectual disability/mental retardation about the construct of disability, how intellectual disability fits within the general construct of disability, and the use of the term intellectual disability (Glidden, 2006; Greenspan, 2006; MacMillan, Siperstein, & Leffert, 2006; Schalock & Luckasson, 2004; Switzky & Greenspan, 2006b). This discussion is occurring within the context of competing world views of the philosophical and epistemological underpinnings of the conceptions of intellectual disability/mental retardation (Switzky & Greenspan, 2006a). Increasingly, the term intellectual disability is being used instead of mental retardation. This transition in terminology is exemplified by organization names (e.g., the American Association on Intellectual and Developmental Disabilities—AAIDD, International Association for the Scientific Study of Intellectual Disabilities, President’s Committee for People With Intellectual Disabilities), journal titles, and published research (Parmenter, 2004; Schroeder, Gertz, & Velazquez, 2002). A number of questions have emerged with the increased use of the term intellectual disability:

The Renaming of Mental Retardation: Understanding the Change to the Term Intellectual Disability

The development of collaborative partnerships between parents and professionals is too often unsuccessful. One reason for this failure may be the lack of empirical understanding of the components of interpersonal partnerships. Using qualitative inquiry, 33 focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators. In addition, 32 individual interviews were conducted with non-English-speaking parents and their service providers. Indicators of professional behavior facilitative of collaborative partnerships were identified. These indicators were organized into six broad themes: (a) Communication, (b) Commitment, (c) Equality, (d) Skills, (e) Trust, and (f) Respect. The specific meaning of each theme is described, including similarities and differences between professionals and family members. Policy, practice, and future research implications are discussed.

/pdf/dimensions-of-family-and-professional-partnerships-4m2adxc02q.pdf

Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration

A systematic review to examine the efficacy of computer-based cognitive interventions for cognitively healthy older adults was conducted. Studies were included if they met the following criteria: average sample age of at least 55 years at time of training; participants did not have Alzheimer’s disease or mild cognitive impairment; and the study measured cognitive outcomes as a result of training. Theoretical articles, review articles, and book chapters that did not include original data were excluded. We identified 151 studies published between 1984 and 2011, of which 38 met inclusion criteria and were further classified into three groups by the type of computerized program used: classic cognitive training tasks, neuropsychological software, and video games. Reported pre-post training effect sizes for intervention groups ranged from 0.06 to 6.32 for classic cognitive training interventions, 0.19 to 7.14 for neuropsychological software interventions, and 0.09 to 1.70 for video game interventions. Most studies reported older adults did not need to be technologically savvy in order to successfully complete or benefit from training. Overall, findings are comparable or better than those from reviews of more traditional, paper-and-pencil cognitive training approaches suggesting that computerized training is an effective, less labor intensive alternative.

/pdf/computerized-cognitive-training-with-older-adults-a-26bummg1m2.pdf

Computerized Cognitive Training with Older Adults: A Systematic Review

the teacch approach to autism spectrum disorders is available in our book collection an online access to it is set as public so you can get it instantly. Our books collection spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the the teacch approach to autism spectrum disorders is universally compatible with any devices to read.

The TEACCH Approach to Autism Spectrum Disorders

A hierarchical regression analysis featuring 35 community, family, student, and school program characteristics, entered in a controlled order, was used to assess prediction of employment. Results showed that personal characteristics (especially being male and having living skills and academic skills) dominated the prediction of postschool employment. Family income, our proxy for socioeconomic status, also contributed significantly to this prediction. School programs had minimal effect on postschool employment once student competence and family characteristics had been controlled (held constant) statistically.

Predicting Employment for Students Who Leave Special Education High School Programs

While supported employment has made significant gains since its formal introduction in 1984 (P.L. 98–527), segregated services continue to outpace the growth of supported employment. We discuss the...

Adult Day Programs versus Supported Employment (1988-2002): Spending and Service Practices of Mental Retardation and Developmental Disabilities State Agencies.

Forward. Preface. PART A: INTRODUCTION TO TRANSITION. 1. Characteristics of Youth and Young Adults. 2. Emerging Transition Best Practices. 3. School to Work Transition: Overview of Disability Legislation. 4. Dropout Prevention and Special Services. 5. Vocational Education: Emerging Vocationalism. 6. Career Development, School to Work Transition, and Diversity: An Ecological Approach. 7. Foundations for a School-to-Work System that Serves All Students. PART B: TRANSITION PLANNING AND INVOLVEMENT IN SECONDARY SCHOOLS. 8. Implementing a Transition Perspective of Education. 9. Student-Involvement in Transition Planning and Program Implementation. 10. Families: The Heart of Transition. 11. Student Assessment and Evaluation. 12. Building Statewide Transition Services Through Collaborative Interagency Teamwork. 13. The Personal Career Plan: A Person Centered Approach to Vocational Evaluation and Career Planning. 14. School-Sponsored Work Experience and Vocational Instruction. 15. Supporting the Transition from School to Adult Life. 16. Postsecondary Education. 17. Moving Towards Social Inclusion in Employment and Postsecondary School Settings. 18. Transition: A Stimulus for Change.

Beyond high school: transition from school to work

Supported employment: Models, methods, and issues

Dit boek gaat de uitdaging aan het complexe raakvlak tussen handicap en cultuur te onderzoeken. Opkomende en concurrerende gehandicaptenculturen en -gemeenschappen en taal- en ouderkwesties brengen de definitie van ‘anders’ en ‘niet-anders zijn’ in een nieuw daglicht. Het hoofdthema van het boek is hoe ‘anders zijn’ vandaag wordt ingevuld. Met wetenschappelijke inzichten hierin beoogt het boek toekomstig onderzoek te introduceren dat de complexiteit van gehandicapt zijn integreert in een nieuw cultureel model dat zowel rekening houdt met de eigenschappen van bestaande modellen (zoals dat van I. Zola ) als met paradigma uit hedendaagse gehandicaptenonderzoeken. Daarmee is dit een aanbevolen inspiratieboek voor onderzoekers en studenten die nieuwe denkmethodes over gehadicapt zijn willen exploreren.

Frank R. Rusch

Papers

Predicting Employment for Students Who Leave Special Education High School Programs

Adult Day Programs versus Supported Employment (1988-2002): Spending and Service Practices of Mental Retardation and Developmental Disabilities State Agencies.

Beyond high school: transition from school to work

Supported employment: Models, methods, and issues

Rethinking disability : the emergence of new definitions, concepts and communities