Mary Wagner

Bio: Mary Wagner is an academic researcher from SRI International. The author has contributed to research in topics: Special education & Autism. The author has an hindex of 41, co-authored 88 publications receiving 9690 citations.

Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study:

Abstract: This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Abstract: We examined the prevalence and correlates of postsec- ondary education and employment among youth with an autism spec- trum disorder (ASD). METHODS: Data were from a nationally representative survey of parents, guardians, and young adults with an ASD. Participation in postsecondary employment, college, or vocational education and lack of participation in any of these activities were examined. Rates were compared with those of youth in 3 other eligibility categories: speech/ language impairment, learning disability, and mental retardation. Logistic regression was used to examine correlates of each outcome. RESULTS: For youth with an ASD, 34.7% had attended college and 55.1% had held paid employment during the first 6 years after high school. Morethan50%ofyouthwhohadlefthighschoolinthepast2yearshad no participation in employment or education. Youth with an ASD had the lowest rates of participation in employment and the highest rates of no participation compared with youth in other disability categories. Higher income and higher functional ability were associated with higher adjusted odds of participation in postsecondary employment and education. CONCLUSIONS: Youth with an ASD have poor postsecondary employment and education outcomes, especially in the first 2 years after high school. Those from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. Further research is needed to understand how transition planning before high school exit can facilitate a better connection to productive postsecondary activities. Pediatrics 2012;129:1042-1049

After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2).

Abstract: ACKNOWLEDGMENTS The comprehensiveness and scale of the National Longitudinal Transition Study-2 (NLTS2) makes it a complex study that is made possible only by the contributions of a large team. The authors' sincere thanks go to: Department of Education for their leadership and guidance in helping make NLTS2 and the OSEP longitudinal studies program such a valuable asset to our field. • Kathryn Valdes, Hal Javitz, and the rest of SRI's programming and data management team, whose technical expertise and responsiveness to innumerable and sometimes frantic analysts' requests makes a huge analytic task manageable. and SRI's administrative team for their unfailing support in bringing the study's products to the public. • Our colleagues at RTI for their contributions as subcontractors in collecting the data reported here. • Margo Izzo and John Trach, who reviewed this report, and to our several colleagues in the research, policy, practitioner, parent, and advocacy communities who have contributed their time and ideas to NLTS2 along the way. But none of the contributions made by the NLTS2 team would be meaningful without the generosity of the out-of-school youth with disabilities whose stories we tell. Our hats are off to them, their parents and guardians, and the professionals who serve them for their time, openness, and insights.

The Children and Youth We Serve A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education

Abstract: This article provides a national perspective of children and youth with emotional disturbances (ED) served in special education using data from the Special Education Elementary Longitudinal Study and the National LongitudinalTransition Study—2. Data sources comprise teachers,school records, the students, and their parents. Results indicate that children and youth with ED live in households in which multiple risk factors exist for poor life outcomes. As a group, these children and youth have serious and multiple impairments that include an array of emotional disabilities, poor communication skills, and low academic achievement. There is a considerable gap between initial identification of problems and the onset of service delivery, a high rate of suspension and expulsion, and an unstable school environment. Parents of children and youth with ED work harder to secure services for their children and are less satisfied with services than parents of children in other disability groups. Implications of the find...

Multiple Imputation for Nonresponse in Surveys

Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood.

Abstract: Is early preventive intervention effective in enhancing parental sensitivity and infant attachment security, and if so, what type of intervention is most successful? Seventy studies were traced, producing 88 intervention effects on sensitivity (n = 7,636) and/or attachment (n = 1,503). Randomized interventions appeared rather effective in changing insensitive parenting (d = 0.33) and infant attachment insecurity (d = 0.20). The most effective interventions used a moderate number of sessions and a clear-cut behavioral focus in families with, as well as without, multiple problems. Interventions that were more effective in enhancing parental sensitivity were also more effective in enhancing attachment security, which supports the notion of a causal role of sensitivity in shaping attachment.

Costs of Autism Spectrum Disorders in the United Kingdom and the United States

Abstract: RESULTS The cost of supporting an individual with an ASD and intellectual disability during his or her lifespan was $2.4 million in the United States and £1.5 million (US $2.2 million) in the United Kingdom. The cost of supporting an individual with an ASD without intellectual disability was $1.4 million in the United States and £0.92 million (US $1.4 million) in the United Kingdom. The largest cost components for children were special education services and parental productivity loss. During adulthood, residential care or supportive living accommodation and individual productivity loss contributed the highest costs. Medical costs were much higher for adults than for children. CONCLUSIONS AND RELEVANCE The substantial direct and indirect economic effect of ASDs emphasizes the need to continue to search for effective interventions that make best use of scarce societal resources. The distribution of economic effect across many different service systems raises questions about coordination of services and sectors. The enormous effect on families also warrants policy attention.

Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study:

Abstract: This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.