Intellectual disabilities

Populations:

Outcomes:

Increase in hours worked

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Factors affecting the likelihood that people with intellectual disabilities will gain employment

Authors:

Rosenheck, R. A. & Mare, A. S.

Year Published:

2005

Publication:

Journal of Intellectual Disabilities

Volume:

Number:

Pages:

9-23

Publisher:

Sage

Background:

People with intellectual disabilities have the lowest employment rates in society. (p. 9) There are many barriers both social and psychological that impact access to employment.

Purpose:

The study's purpose was to identify factors that may affect "the likelihood that people with intellectual disabilities will find employment through a supported employment agency". (p 9)

Setting:

The setting was a Supported Employment Agency in a large British city.

Sample:

The study sample was the files of 200 clients who had received services and most recently exited the agency.

Data Collection:

Routinely collected data was collected from the review of client records. Written descriptions of motivation when a client entered and left the agency were assessed and entered into a five-point motivation scale.

Intervention:

The intervention was Supported Employment services for individuals with intellectual disabilities.

Control:

There was no comparison or control group.

Findings:

When clients entered services, motivations levels averaged 3.8 based on the scale developed by the researchers. The average motivation when leaving the agency was 2.88. Clients who found employment had motivation levels of 3 or above when leaving the agency. There was a "significant association between motivation and outcome, referrer and outcome, and punctuality and outcome". (p. 19)

Conclusions:

The higher the initial motivation, the more likely the client was to gain employment.

URL:

http://journals.sagepub.com/doi/pdf/10.1177/1744629505049725

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Not Reported

Research Design:

Peer Reviewed:

Yes

Predictors of post-high school employment among young adults with disabilities

Authors:

Reif, S., Horgan, C., Ritter, G., & Tompkins, C.

Year Published:

2002

Publication:

Career Development for Exceptional Individuals

Volume:

Number:

Pages:

25-40

Publisher:

Sage

Background:

Employment status is one of the most frequently researched outcomes following school exit for young adults with disabilities. Reported employment rates have been low, particularly for full-time employment. Factors related to transition success have also been investigated.

Purpose:

The purpose of this study was to examine data from the Alabama Transition Initiative related to student outcomes. The aim was to identify school, student, and program related variables that contributed to successful employment after school.

Setting:

The study settings were 37 of Alabama‚ 128 public school systems. These school systems served as the state‚ demonstration sites for its transition systems change project. They were selected through ATI‚ annual competition for transition mini-grants to enhance their transition programs through implementation of a set of best practices and participation in the Alabama Student Tracking System.

Sample:

The sample consisted of 1,393 former special education students from the participating school systems and who responded to a follow-up survey. The majority the sample members were male (67%) and Caucasian (52%), with 38% African-American. The largest disability group was those with learning disabilities (42%) followed by those with intellectual disabilities (20%).

Data Collection:

Data for this study were obtained through the Alabama Student Tracking System and a follow-along survey one year post school exit related to participation in employment, postsecondary education, and other adult activities. Data analysis was a hierarchical logistic regression analysis.

Intervention:

Control:

There were no control or comparison groups.

Findings:

The follow-up survey found that 73% of former students were employed one year following school exit. Employment outcomes were better for those who were male, with learning disabilities, from urban school systems. Related to the interventions, having a job at school exit was a significant predictor of post-school employment, but assistance from VR or MH/MI services were not.

Conclusions:

These findings suggest that students with disabilities can benefit from paid work experiences while in high school. In addition, females in rural settings need better transition planning and programs.

URL:

http://cde.sagepub.com/content/25/1/25.refs?patientinform-links=yes&legid=spcde;25/1/25

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Not Reported

Research Design:

Peer Reviewed:

Yes

Achieving a successful and sustainable return to the workforce after ABI: A client-centered approach

Authors:

Phillips, V. L., Temkin, A., Vesmarovich, S., Burns, R., & Idleman, L.

Year Published:

2007

Publication:

Brain Injury

Volume:

Number:

Pages:

465-478

Publisher:

Informa Healthcare

Background:

Acquired brain injury (ABI) can be caused by cerebrovascular accident, trauma (such as assault or motor vehicle accident), tumors, hypoxia, infection or degenerative conditions and is a common occurrence [1]. It may result in significant disability and, in people of working age, limit their ability to join or return to the workforce.

Purpose:

The aim of this study was to describe the services provided (including assessments, interventions and post-job placement support) and outcomes achieved by CRS Australia‚ Victorian ABI team and compare and contrast this with other models.

Setting:

The study setting was a rehabilitation service organization in Australia.

Sample:

The study sample consisted of 27 individuals with ABI who had received rehabilitation services at CRS Australia. The sample was randomly selected from cases that had been closed in the previous year with an employment outcome. Additional characteristics of the sample are not provided.

Data Collection:

A data extraction method was used to audit patient information relevant to the study. Team members were also asked to indicate which of 17 vocational rehabilitation strategies they used with their clients and to rate each in terms of effectiveness in achieving a successful job placement. which of five post job-placement strategies (email to client, weekly or fortnightly phone calls to client, weekly or fortnightly phone calls to employer, support/counseling outside client‚ work hours and regular scheduled workplace visits) they used and to evaluate their perceived effectiveness.

Intervention:

The intervention is described as client-centered practice. Each client is allocated to a Rehabilitation Consultant (RC) with whom they work one-to-one, wherever possible, throughout the duration of services. Active client involvement in the negotiation of individual rehabilitation plans is standard practice in all cases and clients are informed of their rights, responsibilities and the complaints handling mechanism at the earliest opportunity. Specific interventions are tailored to the individual and can include vocational counseling, skills training, cognitive retraining, job seeking, interview preparation, work behavior coaching, and post-employment services.

Control:

There was no control or comparison condition. Outcomes for the study group were compared to those of other models.

Findings:

Of the patient files audited, 42% were placed in professional, managerial, office or administrative work, two were placed in a trade-qualified job, eight were placed in semi-skilled positions, and four were placed in unskilled labor. Of the clients who had jobs to return to (n=10) all returned to their previous role or a similar job following a graded return with professional/clerical jobs figuring highly (50%; n=5). Those clients who did not have a job to return to (n=17) were placed in similar roles to their pre-injury employment, with seven placed in a professional role, six placed in semi-skilled work and four placed in unskilled labor positions. Half were employed more than 13 weeks.

Conclusions:

The CRS Australia model resulted in higher than average employment outcome rates for this population (50% working at award wage for more than 13 weeks, compared to Australian ABI population estimates of 28‚Äì46.5%). This study shows that the CRS Australia model has been successful with people with mild, moderate and severe impairment following an ABI and significantly less time-intensive and therefore less costly than other models.

URL:

http://www.ncbi.nlm.nih.gov/pubmed/17522986

Disabilities:

Traumatic brain injury (TBI)

Populations:

Outcomes:

Return to work

NIDILRR Funded:

Research Design:

Mixed methods

Peer Reviewed:

Yes

Ex-post-facto analysis of competitive employment outcomes for individuals with mental retardation: National perspective

Authors:

Morgan, L., Leatzow, A., Clark, S., & Siller, M.

Year Published:

2004

Publication:

Mental Retardation

Volume:

Number:

Pages:

253-262

Publisher:

American Association on Mental Retardation

Background:

Employment outcomes have often been used as a benchmark of vocational rehabilitation success. Not until the Rehabilitation Act of 1973, were states required to target individuals with significant disabilities for services using an order of selection process. Because of the functional differences that exist between individuals with mild, moderate and significant cognitive disabilities, rehabilitation counselors must be aware of the types of services most needed and those services that more often result in high quality employment outcomes for each target group.

Purpose:

The purpose of this study was to provide a snapshot to generate new knowledge that rehabilitation counselors can apply to enhance competitive employment outcome placements for individuals of varying abilities. In addition, the purpose of the study was to identify disparities in the proportions of competitive job placements between individuals with mild, moderate, and significant cognitive disabilities.

Setting:

This study included individuals with disabilities served by multiple vocational rehabilitation agencies in various settings.

Sample:

The study sample included all consumers with cognitive disabilities closed into Status 26 during fiscal year 1998 in the RSA-911 national database maintained by the Rehabilitation Services Administration. This included a total of 28,565 consumers: mild (n = 17,033, 60%), moderate (n = 9,784, 34%), severe/profound (n = 1,748, 6.1%).

Data Collection:

The data was obtained from the individual client closure reports and RSA-911 national data tape, provided by the Rehabilitation Services Administration (RSA). The authors used two tests of statistical significance: chi-square and logistic regression analysis. Chi-square analysis was conducted for type of mental retardation and work status at closure. In addition the authors conducted a post hoc pairwise comparisons (2 x 2 chi-square) for mild by moderate, mild by severe/profound and moderate by severe/profound. To guard against Type I errors, the authors used the Bonferroni technique, which resulted in an adjusted alpha of .003. Then, the authors used logistic regression analysis to evaluate the linear relationship between vocational rehabilitation services and work status at closure. Then, chi-square tests were used to evaluate the proportions of significant vocational rehabilitation services received by consumers with mild, moderate, or severe/profound cognitive disabilities. Then, the relationship between type of cognitive disability and work status at closure were evaluated for consumers who received vocational rehabilitation services. Those consumers who had not received VR services were then eliminated from the sample. The desktop version of SPSS for Windows, version 11.5 was used in this analysis.

Intervention:

The intervention was vocational rehabilitation services.

Control:

There was no control or comparison condition.

Findings:

The majority of the individuals in the population were Caucasian (73%). Assessment, adjustment, counseling, job-finding services, and job-placement services were received by 81%, 34%, 78%, 60% and 58%, respectively. Analysis of the data found that 8%5 of the participants were closed into competitive jobs following vocational rehabilitation intervention. Consumers with mild mental retardation were significantly more likely to achieve competitive jobs when compared to those with moderate or severe/profound cognitive disabilities. In addition, individuals with moderate cognitive disabilities were significantly more likely to be placed into competitive jobs compared to those with severe/profound disabilities. The odds of obtaining competitive employment for consumers who received job placement services was 2.05 times the odds for those not receiving those services. The odds of obtaining competitive employment for consumers who received counseling were 1.52 times the odds of those who did not receive counseling. The odds of obtaining competitive employment for consumers who received business and vocational training were 2.14 times the odds of those who did not. However, consumers with mild mental retardation were provided with business and vocational training at a significantly higher proportion when compared to those with moderate and severe/profound disabilities. Consumers with moderate mental retardation were no more likely to receive counseling services than those with mild cognitive disabilities. However, consumers with severe/profound cognitive disabilities were less likely to receive counseling services than those with mild/moderate disabilities. Consumers who received job placement services with mild cognitive disabilities achieved competitive jobs at a significantly higher proportion than those with moderate or severe/profound mental retardation. In addition, consumers with moderate cognitive disabilities were significantly more likely to achieve competitive jobs than individuals with severe/profound disabilities. Consumers with mild cognitive disabilities who received business and vocational services achieved competitive jobs at a significantly higher proportion than those with moderate and severe/profound cognitive disabilities. Consumers with mild disabilities who received counseling achieved competitive jobs at a significantly higher proportion when compared to those with moderate and severe/profound disabilities. In addition, consumers with moderate cognitive disabilities were more likely to achieve competitive employment when compared to consumers with severe/profound disabilities.

Conclusions:

Consumers with Moderate or severe/profound cognitive disabilities were closed into competitive employment at a significantly lower rate than those with mild cognitive disabilities. Consumers who were provided with business and vocational training, counseling, and job-placement services were significantly more likely to achieve competitive jobs. A significantly lower proportion of these services were provided to consumers with severe/profound cognitive disabilities.

The authors concluded that the significantly higher proportion of consumers with mild cognitive disabilities achieving competitive employment could be related to the specific services they more often receive. Perhaps consumers with mild disabilities are more likely to be provided job-placement services as opposed to those with severe/profound cognitive disabilities. The authors ask the questions: Why do consumers with mild or moderate cognitive disabilities more likely to receive job placement and counseling services compared to those with severe/profound disabilities? They propose that too much attention may be given to assessment/testing results and other nonrelevant dimensions that could prohibit the provision of effective services. They also propose that there may be a subjective belief that places a lesser value on the overall potential of individuals with significant cognitive disabilities. Counselors may believe that consumers with severe/profound cognitive disabilities are more difficult to place. Their expectation of successful employment outcomes may result in less significant placement efforts for this population.

The authors state that their findings raise questions that could not be answered through the RSA-911 database. The database does not provide information on reasons for the provision of certain services to consumers with mild, moderate, or severe/profound cognitive disabilities. The database does not contain information on Counselors' perceptions of service effectiveness or how they provide the specific services. Finally, the small proportion of individuals with severe/profound cognitive disabilities raises an important question about the decision-making process counselors use to determine if a consumer can benefit from vocational rehabilitation services.

URL:

https://www.ncbi.nlm.nih.gov/pubmed/15230653

Disabilities:

American Indian or Alaska Native

Populations:

Asian

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Quality of life and supported employment: A case study of three women with developmental disabilities

Authors:

Staines, G., L., Blankertz, L., Magura, S., Bali, P., Madison, E. M., Spinelli, M.,Horoqitz, E., Guarino, H.,Grandy, A., Fong, C., Gomez, A., Dimun, A., & Friedman, E.

Year Published:

2004

Publication:

The American Journal of Occupational Therapy

Volume:

Number:

Pages:

455-465

Publisher:

The American Occupational Therapy Association Inc.

Background:

Programs aimed at enhancing the quality of life for individuals with disabilities are on the rise. This includes work. To understand the impact of new models of vocational training, it may be instructive to look at sheltered work, the long standing model. The job coach model of supported employment helps individuals with disabilities work in the community. The case for a positive relationship between supported employment and quality of life is not well understood. Research aimed at understanding a person's experiences with supported employment and other factors that impact quality of life may identify whether or not the consumers' needs are really being met.

Purpose:

The purpose of this study was to better understand the experience of supported employment and a wide range of other factors that affect quality of life for people with developmental disabilities.

Setting:

The setting for the study included various employment settings where each participant worked as a member of an enclave.

Sample:

The study included nine participants. Three women with developmental disabilities, three job coaches and either a family member or group home manager for each. All women were white, and able to make their own decisions including informed consent. The women had previously worked at a sheltered workshop and were currently working in a enclave of 8 to 10 adults that was supervised by a job coach. The most frequent type of work performed by the enclave included cleaning at various places and entry level food services.

Data Collection:

Open-ended interviews and on site observations were used to collect data. The interviews were guided by a script and recorded. Afterwards they were transcribed. The women were also observed while working as a member of an enclave. On site field observations lasted about 2 hours. The job coaches and family members were also interviewed. The data was analyzed using a constant comparative method. All interview and observational data were reviewed and coded. Some quotes were also selected to serve as exemplars of each woman's quality of life experience.

Intervention:

The intervention was supported employment services.

Control:

There was no control or comparison condition.

Findings:

The three women preferred enclave work over the workshop setting. The participants indicating satisfaction with work assignments and relationships with others in the enclave. Policies and regulations like social security, impacted quality of life.

Conclusions:

People with developmental disabilities can and do form their own opinions when give the opportunity. Professionals must be in tune with this fact and find ways to help make sure consumer voices are heard.

URL:

http://www.ncbi.nlm.nih.gov/pubmed/15315252

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities

Authors:

Texler, L. E., Texler, L. C., Malec, J. F., Klyce, D., & Parrott, D.

Year Published:

2009

Publication:

Career Development for Exceptional Individuals

Volume:

Number:

Pages:

1-22

Publisher:

Hammill Institute on Disabilities and Sage

Background:

Post secondary school outcomes for youth with disabilities are poor. For example, the National Longitudinal Transition Study 2 Wave 3 data indicated students continue to live with their parents, did not attend post secondary education and had high rates of unemployment as compared to their non disabled peers, after exiting school. The National Secondary Transition Technical Assistance Center had been identifying evidenced based practices to help improve these and other outcomes. The Council for Exceptional Children was also looking for evidenced based practices in Special Education.

Purpose:

The purpose of this study was to conduct a systematic review of the secondary transition correlational literature using recommended quality indicators to identify in-school predictors of improved post school outcomes for students with disabilities.

Setting:

This study is a systematic review. The included studies were undertaken in various locations and settings.

Sample:

One hundred and sixty two articles were identified for review. Sixty three passed an analyses and were passed on for further review. Among these, 35 were excluded which left 28 articles for comparison against a quality of evidence checklist for correlational research. This resulted in 22 articles for final review. Three were exploratory studies and the others were a priori studies related to students with disabilities.

Data Collection:

The remaining studies were examined for the following: population, sample size, predictor variables, postschool outcome variables, type of statistical analysis used, relationships among variables, significance levels, and data that allowed for calculation of effect sizes. It was not possible to extract conclusions across studies, so the researchers chose to convert significant relationships to standardize effect size measures to allow comparisons. Various conversions were calculated.

Intervention:

The interventions were various transition practices.

Control:

There were no comparison or control conditions.

Findings:

A review of the literature identified 16 evidence-based in school predictors of post-school outcomes. These include: career awareness, community experiences, exit exam requirements/high school diploma status, inclusion in general education, interagency collaboration, occupational courses, paid employment/work experience, parental involvement, program of study, self advocacy/self determination, self-care/independent living skills, social skills, student support, transition program, vocational education and work study. Some negative findings were also found. Two studies reported negative relationships between secondary transition predictors and one or more post school outcomes. Among the 16 predictor categories: inclusion in general education, paid employment and work experience, self care/independent living, and student support improved outcomes in all 3 post school outcome areas.

Conclusions:

The results from this review provide information to help practitioners improve post school outcomes for students with disabilities. Combining knowledge gained from this review with evidenced based instructional practices should provide state and local education agencies with a foundation to improve programs and thereby increase post school outcomes.

URL:

http://sites.bu.edu/miccr/files/2015/03/Evidence-based-secondary-transition-predictors-for-improving-post-school-outcomes-for-students-with-disabilities.pdf

Disabilities:

Hearing impairments

Orthopedic impairments

Speech or language impairments

Visual impairments

Populations:

Outcomes:

Systematic reviews and meta-analysis

NIDILRR Funded:

Yes

Research Design:

Peer Reviewed:

Yes

Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program

Authors:

Lynas, L.

Year Published:

2005

Publication:

Research in Developmental Disabilities

Volume:

Number:

Pages:

317-325

Publisher:

Elsevier

Background:

Although employment rates for individuals with disabilities may be improving, improvement is needed. The picture for independent living is not much better. Studies have indicated that most adults with disabilities remain both single and living with their parents. They are isolated socially with few friends or meaningful relationships. Schools and school programs that facilitate the transition to adult life are needed.

Purpose:

The purpose of this study was to examine the employment careers of graduates in an inclusionary vocational and technology high school.

Setting:

The setting for the study was an inclusionary vocational/technical high school in Ohio.

Sample:

Thirty six students participated in the study. Nineteen individuals (11 males and 8 females) had been diagnosed with mild mental retardation and 17 (10 males and 7 females) with a specific learning disability by a school psychologist. All had been enrolled in full time programs for students with special needs and had an Individual education plan on file. During the last two years of high school they attended high school for two or three periods then spent the remainder of the day at a Vocational/Technology Center. Students were aged between 20 to 25 years. The majority or 26 of the students were caucasians. The subjects had been enrolled in a variety of vocational programs while attending the vocational tech center. On average, participants had exited or graduated from high school and the vocational center within the last five years at the time of the study.

Data Collection:

A sixteen item questionnaire was used to learn more about participants' employment and living situation. Participants were contacted by telephone. After answering each question, the participant was given the opportunity to make comments. Chi-square analysis was used to determine statistical differences between the two groups.

Intervention:

The intervention was Vocational Technical Education.

Control:

The study included a comparison group.

Findings:

Overall, the majority or 81% of the participants were employed. However, only 68% of individuals with mild mental retardation were employed as compared to 94% of those with learning disabilities. This was a significant statistical difference. There was no differences related to gender or the program the student attended at the vocational technical center. More participants with learning disabilities were employed in skilled jobs than those with mild mental retardation. Those individuals were working in service industry and factory jobs.
The mean rate of pay for those working was $9.00. there was no significant difference on rate of pay or benefits held by disability type. The majority or 94% of the sample were single. Most or 95% of those with mild mental retardation lived with their parents as compared to 53% of those with learning disability. The majority or 94% of those with learning disabilities owned a car while only 26%of those with mild mental retardation had one. Among those who were working and not driving 40% relied on public transportation. Related to recreation, a third of the respondents indicated watching movies was their main activity. All of the individuals with learning disabilities were registered to vote and had voted. Only 63% of those with mild mental retardation reported having voted.

Conclusions:

Overall over 81% of the graduates were employed. However, this is primarily accounted for by employment of students with specific learning disabilities (94%) as opposed to respondents with mild mental retardation (68%). However, even when this variance between the two disability types is accounted for, even the students with mild mental retardation are employed at a higher rate than other figures reported in earlier studies.
Another positive finding in the study was the rate of pay for the respondents. For those students working, the median hourly rate was $8.90 which is significantly above the national minimum wage with no statistical significant difference found between the two disability types. Additionally, 68% of those working reported to be receiving benefits.
The majority of participants with mental retardation (95%) were still living with their parents; whereas, 53% of those with learning disabilities were living at home. Members of both groups could benefit from training in this area including how to secure housing.
Individuals with learning disabilities were much more mobile in the community than their peer respondents with mental retardation. The students with learning disabilities were much more likely to own a car (94%) and thus get around the community in a more independent fashion. In areas without public transportation local agencies should provide transportation services for those adults with disabilities who do not or cannot maintain an automobile. The individuals who graduated from an inclusionary high school vocational and technology environment have done fairly well compared to respondents in other reported studies on the areas of employment, pay, and independent living. This may have been partially due to the fact that the learning environment moved students quickly through the exploratory phases of vocational education into the focused phase where students received specific vocational and job training as well as training in independent living skills. This was accomplished in a setting with other non-disabled peers who were also receiving strong vocational training.

URL:

http://www.sciencedirect.com/science/article/pii/S0891422204000253

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Not Reported

Research Design:

Quasi-experimental

Peer Reviewed:

Yes

Paid internships and employment success for youth in transition

Authors:

Luftig, R. L., & Muthert, D.

Year Published:

2000

Publication:

Career Development for Exceptional Individuals

Volume:

Number:

Pages:

205-221

Publisher:

Sage

Background:

Most recent extensive national longitudinal studies of school leavers with disabilities show employment rates lagging significantly behind their non-disabled peers. There is a considerable body of research literature that supports the value of work experience as a critical educational intervention for improving post-school employment. To maximize effective educational interventions, including the use of work-based learning and paid employment experiences, it is necessary to examine specific individual characteristics, strategies, and circumstances that promote or deter successful employment outcomes.

Purpose:

The purpose of this study was to assess the efficacy of a standardized, multi-site, community-based employment internship program developed by the Marriott Foundation for People with disabilities, called Bridges...From School to Work. The study also examines the relationship of various participant and programmatic variables to transition outcomes for participating youth.

Setting:

The settings for the study consisted of multiple workplaces engaged in the Bridges program with the Marriott Foundation. During the study, Bridges operated in Montgomery County, MD; Fairfax County, VA; Washington, DC; Los Angeles, CA; San Francisco, CA; Atlanta, GA; and Chicago, IL.

Sample:

The sample for this study includes 3,024 special education high school students who participated in one of the 10 Bridges projects. There was relatively equal distribution for males and females. Participants were largely minority group members (81%). Students had an array of disabilities but were predominantly learning disabled (57.1%), intellectually disabled (17.8%), and emotionally disabled (14.8%). Disability severity ratings were 41.0% mild, 38% moderate, and 21.0% severe.

Data Collection:

Referral data for Bridges includes demographic, disability, and previous educational/employment histories. Additional data come from a placement data form, an internship log, an internship completion form, and a follow-up questionnaire. Follow-up data collection occurs at 6, 12, and 18 months after internship completion. The data instruments were standardized across all 10 sites. Data analysis consisted of descriptive results for internship performance, and the exploration of the relationship between predictor and outcome variables at each of the three periods using logistic regression procedures.

Intervention:

The Bridges program consists of three phases: (a) pre-vocational orientation program (two to three weeks); (b) pre-vocational preparation skills training (two to four weeks); and (c) internship placement and support. The internship is a paid work experience whereby a student intern spends a minimum of 12 consecutive weeks performing work tasks in a community employment setting. The employer pays the wages and benefits for the student, but the employer and the student are under no obligation to continue the employment relationship beyond the internship period.

Control:

There was no comparison condition.

Findings:

Employment status at six months post-internship was not different across gender, race, or primary disability. Work behaviors during the internship were highly predictive of post-school employment at 6 and 12 month follow-up intervals. 68% of those contacted were employed at six months. Enrollment in postsecondary education was the most frequently cited reason for not working (43%), followed by not being able to find work (21%). A small percentage (13%) cited not wanting to work as the reason for unemployment.

Conclusions:

Findings of this study demonstrate the efficacy of structured work experiences for youth with disabilities in secondary school. Students in the paid internship showed better short-term outcomes regardless of demographic factors and educational placement factors. However, at long-term follow-up the employment rate had declined, indicating a need for sustained employment support services.

URL:

http://cde.sagepub.com/content/23/2/205.full.pdf+html

Disabilities:

Populations:

Hispanic or Latino

Urban

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Enhancing self-determination in job matching in supported employment for people with learning disabilities: An intervention study

Authors:

Kissinger, D. B.

Year Published:

2002

Publication:

Journal of Vocational Rehabilitation

Volume:

Number:

Pages:

125-135

Publisher:

IOS Press

Background:

Self determination helps individuals with disabilities take an active role in their lives. There is a growing body of research indicating how self determination can be used to assist individuals with disabilities who are using supported employment to assist them with work. Some research indicates increases in autonomy among individuals using supported employment who learn self determined behaviors.

Choosing a job of one‚ own may enhance a person‚ success at work and overall career progression. People who choose their own jobs may select work that matches personal preferences. They may also be more motivated to do the job which can enhance job retention. In order to choose a job, job seekers in supported employment, must become aware of the possibilities. They must also learn about their abilities and work preferences. Research is needed to measure the impact of self determination training on adults with disabilities who want to go to work.

Purpose:

The purpose of this study was to measure the impact of a two phase self-determination package for adults with learning disabilities entering the job market for the first time.

Setting:

The setting was two agencies that offered supported employment in South Wales and 20 job sites that offered a variety of tasks. Each participant was required to attend 3 job tasters for six sessions or 2 job taster sessions in each of three job types. Job tasters are short (4 hours), unpaid, time limited work experiences in the workplace. They allow individuals with disabilities to sample a variety of job duties and work cultures.

Sample:

Forty individuals aged 19 to 52 years participated in the study. Each person had a label of mental retardation (referred to as LD in UK). The majority or 78% were attending adult training centers at the time of referral. One person dropped out of the study and 4 were involved in the pilot study. Twelve job seekers took part in the baseline phase, 12 in Intervention 1 and 11 in Intervention 2. More than half of the participants were rated as requiring only minimum assistance in daily living activities. A small number required regular personal care and close supervision. All were capable of interpreting picture prompts as a mean to communicate.

Data Collection:

Observations were conducted on the second, fourth and sixth job taster sessions along with the reviews by each participants. Responses on key variables were recorded using continuous frequency counts throughout each taster session and review. Job review forms were also a source of data, providing information on accuracy of recall and consistency with choice. Job seeker independence was calculated by dividing the frequency of job coach assistance by the duration in minutes of each observation. Job tasters and reviews were measured separately. The extent to which job coach question required job seekers to express preferences and self appraise performances on tasks were also recorded. All questions were recorded under 3 sub categories: those asked in yes or no, open ended and option formats. Three types of job seeker responses were coded. The consistency of job preferences was measured by agreement between ratings of enjoyment of a task during the job taster review and an overall rating in response to the question: how much did you enjoy your job. Reliability was obtained for all key observational variables and was represented by the extent of agreement between observers. Observational data was analysed using the SPSS statistical package for Windows. A one-way ANOVA was used to evaluate the extent of change resulting from the introduction of Interventions 1 and 2, using a critical region of p < 0.01.

Intervention:

During baseline staff received no specific instructions on how to conduct the job tasters. There were two interventions. Intervention 1 was an introduction to self determination and systematic taster reviews. Job coaches received a day of training on self determination. Then a written questionnaire was provided for job coaches to evaluate the job seekers job performance, likes and dislikes etc... If the jobseeker could read he or she completed the questionnaire. Job coaches were also encouraged to use open ended and option questions and avoid yes/no formats during job taster sessions and reviews. During reviews job coaches were assisted by a profile form. Intervention 2 included the introduction of a pictorial job review profile. A second one day training was conducted 4 months after intervention one. Job coaches were encouraged to assist job seekers with completing the job review independently. For those who could not read a pictorial questionnaire was used. Those who could read and write were given the option of writing their responses to the questions if preferred.

Control:

Comparison conditions were individuals with no intervention.

Findings:

Intervention 1 led to a reduction in job coach assistance during taster sessions and reviews. Intervention 2 led to a further drop in job coach assistance during reviews. The results also indicated that job seekers were coming up with and expressing personal preferences that were consistent with statements they made earlier.

Conclusions:

The interventions seemed to work on a practical level. Job coaches were able to adopt the approaches. Participants with mild and moderate learning disabilities were able to complete pictorial job reviews with no or minimal prompting. More research is needed.

URL:

http://content.iospress.com/articles/journal-of-vocational-rehabilitation/jvr00152

Disabilities:

Populations: