Paul Yovanoff

TL;DR: In this paper, the authors examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education and found that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes.

TL;DR: In this paper, a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design is presented.

TL;DR: This article examined the extent to which the instructional components and skill outcomes associated with school-to-work programs actually predict better postschool outcomes for students with and without disabilities, and provided general support for the school-based and work-based instructional components envisioned as part of a comprehensive school to work program.

TL;DR: The authors investigated the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school and found that vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level.

TL;DR: The Transition Research on Adjudicated Youth in Community Settings (TRACS) project as discussed by the authors examined the facility-to-community transition of 531 incarcerated youth (58% had a disability) from Oregon's juvenile justice system.