Specific learning disabilities

Populations:

Outcomes:

Increase in hours worked

NIDILRR Funded:

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:

Black / African American

Outcomes:

NIDILRR Funded:

Research Design:

Observational

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:

Black / African American

Outcomes:

NIDILRR Funded:

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

Black / African American

Urban

Outcomes:

NIDILRR Funded:

Research Design:

Observational

Peer Reviewed:

Yes

Expanding career options for young women with learning disabilities

Authors:

Lindstrom, L., Doren, B., & Miesch, J.

Year Published:

2004

Publication:

Career Development for Exceptional Individuals

Volume:

Number:

Pages:

43-63

Publisher:

Hammill Institute on Disabilities

Background:

Research indicates poor post school employment outcomes and limited career advancement opportunities for young women with disabilities. Individual and environmental barriers have culminated into limited career choices and post school employment outcomes. There has been very little research on the career decision process or variables that limit or facilitate career choice for this group.

Purpose:

The study examined barriers restricting career choices and strategies to facilitate or expand career choice for young women with learning disabilities.

Setting:

The study took place in multiple interview settings.

Sample:

Participants were six young women with learning disabilities who resided a northwestern state. Three were employed in traditional (female dominated)occupations the other three were not. Earning ranged from $6.50 to $20.00 per hour.

Data Collection:

Case study methodology was used to analyze variables influencing career choices for young women with learning disabilities. Multiple sources of information were used to confirm, elaborate and verify collected information. This included interviews with all participants and 28 key informants. Additionally, data was collected through on the job observations, field notes, and review of special education and vocational rehabilitation records. A multistep process was used in the first phase of analysis. Descriptive codes were developed based on literature, research questions and initial review of data. Next interview transcripts and field notes were coded following a common scheme. Then coded data and file review information were used to outline the career decision making process for each participant by examining variables that impacted each participant's career choices. In the second phase a explanatory methods were used to explore and confirm findings for each participant. Explanatory matrices were developed that allowed comparison of information on variables across participants. Cross case analysis led to identification and verification of influences on career decision.

Intervention:

The interventions were career exploration and counseling to improve employment outcomes for young women with learning disabilities.

Control:

The study did not include control or comparison conditions.

Findings:

The following variables seemed to influence initial career choices and post school outcomes for participants: gender roles, disability limitations, family and childhood experiences, early work experiences and career exploration and counseling. Gender roles and socialization influenced career choices. Disability limitations restricted career choice. Family and childhood experiences influence career choices. Early work experiences played a role in shaping career options as did career counseling and exploration. Regardless of the participants chosen occupation, the influences on career choices were similar. It was also evident that occupational choices were developed and refined over time.

Conclusions:

Gender roles and difficulties from disability restricted career choices. Exposure to work through family experiences and employment in high school expanded career aspirations.

URL:

http://cde.sagepub.com/content/27/1/43.refs

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Waging a living: Career development and long-term employment outcomes for young adults with disabilities

Authors:

Linsay, S., & DePape, A. M.

Year Published:

2011

Publication:

Council for Exceptional Children

Volume:

Number:

Pages:

423-434

Publisher:

Exceptional Children

Background:

Employment rates for individuals with disabilities are poor and contribute to the ongoing high poverty rates for this group. Although overall employment rates have risen over the years, work outcomes for young adults with disabilities still lag behind those without disabilities. Career development takes place overtime and is influenced by multiple variables such as individual, family, school, and community factors. However, for individuals with disabilities, career development is often complex, nonlinear, and chaotic. High school and post-school services can have a positive impact on employment for youth with disabilities. Students with disabilities who participate in vocational courses and community based work experiences are more likely to obtain and maintain employment after high school. Additionally, participation in adult services like vocational rehabilitation or post secondary education or training can lead to better job opportunities. Research studying patterns of career development for successfully employed adults with disabilities may be able inform clinical practices through the identification of common themes that influence employment in living wage occupations.

Purpose:

This study examined the process of career development for young adults with disabilities.

Setting:

The study took place in multiple interview settings.

Sample:

Young adults with disabilities (5 with learning disability, 2 with orthopedic impairment, and 1 with emotional disability) were recruited from a statewide network of special education and transition specialist. Criteria for selection included: had a documented disability and received special education, participated in school to work transition program at least one year, and exited school between the years 1996 and 2001. The chosen group included 4 women and four men with disabilities who were between 25 to 29 years old. All participants were caucasian and half resided in rural areas. Seven had graduated with a standard high school diploma and one had dropped out during the last year of school. All were employed full time at the time of their postschool interview and reported earning more than $20,000 per year. This was above the federal poverty line of $9,800 per year and exceeded the living wage of $17,035 per year. Key informants were also selected to provide information on family, high school, post school experiences and opportunities. This included: one or both parents, a high school teacher or transition specialist, a rehabilitation counselor, and current employer.

Data Collection:

Researchers identified a set of topics to address through a review of the relevant literature. This included:

(a) individual characteristics and personal attributes,

(b) family support and expectations,

(d) workplace experiences, and

(e) other postschool training or education.

Data was collected over four years. Initial post-school interviews took place when participants were between 3 and 6 years out of high school. The second phase of data collection occurred up to 4 years following the initial interview when participants were between 7 and 10 years out of school. In total there were 66 interviews. this included interviews with 24 young adults, 18 with family 11 with employers, 8 with school personnel and 5 with rehabilitation counselors. In addition a family background questionnaire, job history form were completed for each participant along with a file review of special education and vocational rehabilitation records.

Field notes were kept on all contacts with participants and key informants. Onsite observations, field notes and file reviews were recorded on structured forms. Case study data for each participant was completed following standard qualitative analysis procedures. Cross case data summaries and explanatory tables were used to determine which characteristics influenced outcomes similarly or uniquely across cases.

Intervention:

The study included multiple school-based and transition-focused interventions.

Control:

The study did not include a control or comparison condition.

Findings:

A common set of themes seemed to impact employment in living wage occupations. These included: the importance of ongoing education and/or training, steady work experiences, and personal attributes. More specifically the study found that the interrelated elements of family expectations, work experience during high school, and transition services and supports led these individuals to an initial postschool placement in either employment or postsecondary training. During the ensuing span of years, participants advanced in their careers based on a combination of factors that included: (a) enrollment in higher education or job training programs, (b) patterns of workforce participation, and (c) a set of personal attributes such as self-efficacy, persistence, and coping skills. These factors were present across all participants, yet varied by sex.

Conclusions:

The findings confirm and extend previous research documenting the critical contribution of work experience for youth with disabilities. Young adults with disabilities need transition services to secure financial stability. Initial transition services and ongoing opportunities for further education and training are needed to work in jobs that pay a living wage. Transition education needs to focus on individual knowledge and skills like self determination, self advocacy and communication. Additional studies are needed to understand and highlight the variables that influence gaining occupations with livable wages that promote financial self sufficiency. More research is needed on the role of transition supports, post secondary education or training, family factors and personal attributes.

URL:

http://eric.ed.gov/?id=EJ931146

Disabilities:

Orthopedic impairments

Populations:

Outcomes:

NIDILRR Funded:

Research Design:

Qualitative

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:

Outcomes:

Other

NIDILRR Funded:

Research Design:

Quasi-experimental

Peer Reviewed:

Yes

Effects of peer mentors on work-related performance of adolescents with behavioral and/or learning disabilities.

Authors:

White, J., & Weiner, J.

Year Published:

2006

Publication:

Journal of Positive Behavior Interventions.

Volume:

Number:

Pages:

244-251

Publisher:

Hammill Institute on Disabilities.

Background:

The transition to adulthood can be challenging for all youth; this is especially true for many young people with disabilities. They often experience high levels of school dropout, unemployment, economic hardship and instability, and social isolation. Over the years policies of special education programming (e.g., Individualized Education Programs, Individual Transition Plans) have been developed to increase employment competence and outcomes for young people with disabilities. However, these policies have not translated into effective practices.Research has been evolving on how to use person-centered planning and positive behavioral support principles and strategies to improve post secondary outcomes particularly in employment settings. A peer-mentor instructional and coaching role for youth with disabilities in school-based technical or vocational training programs may be an effective. This approach may be used to build on young people interests and strengths, tailor supports, and improve successful learning of work-related curriculum skills. They could also provide a cost-effective way of preparing youth for the task and social expectations of the workplace.

Purpose:

The purpose of this study was to examine the role of peer mentors in a school-based cosmetology vocational training salon in increasing the work-related skills of youth with specific learning disabilities (SLDs) and severe emotional disturbances (SEDs).

Setting:

The setting for the study was a vocational training program in cosmetology at a technical center. There secondary and adult students learn how to perform a variety of salon services (ie. haircuts, hair styling, nail care etc...), using manikins and school and community patrons.

Sample:

Four female students between the ages of 16 to 18 participated in the study. Each had a diagnosis of severe emotional disturbance or severe learning disability. Each student had expressed a desire in pursuing a career in cosmetology during person centered planning.

Data Collection:

Each participant had a targeted work related tasks to learn. The first had roller setting and combing out. The second had combing out and roller setting. Roller setting was judged based on a predetermined criteria. Combing out was observed and afterwards the task was judged on predetermined factors. The other two participants, the third and fourth received training on comfort inquires and suggestive statements. Work tasks were selected where specific comfort inquiries (i.e.. Is the water to hot?) and suggestive statements (using hair styling products) were appropriate. The mentor and experimenter determined 1 to 3 minimal opportunities to make comfort inquiries and 1 to 2 minimal suggestion statements for each type of service. Observers were trained on all behaviors or products to an interrater reliability of 85% or more by observing other students in the program.
Each participant completed a circle of support form during baseline and at the end of the study. Both participants and mentors completed a questionnaire to gauge their views about the peer mentoring role.

Intervention:

The intervention involved vocational training in a beauty salon and peer mentoring. Four advanced students in the cosmetology program served as peer mentors. These students were selected based on task proficiencies and personal attributes (patient, good listener, willingness to participate etc...) associated with successful mentors. Mentors participated in a 30 to 45 minute training that covered instructional methods. Specifically they were taught how to help the students learn work related skills using behavioral rehearsal demonstrating targeted tasks and delivering descriptive praise and corrective feedback. Each mentor introduced the intervention, explained and or modeled the behavior, allowed the student to perform the behavior and then provided descriptive praise and corrective feedback. If the participant failed to demonstrate the correct behavior after 3 trials, the mentor would model the behavior again. The peer mentor was in close proximity of the participant during the first 3 sessions. The experimenter observed the sessions, giving the mentor feedback. Once data revealed that the first behavior was stable, the next intervention began. A multiple baseline design across behaviors was used to analyze the treatment effects of the peer mentor training. Each participant was paired with a mentor. Afterwards each received training from the peer mentor on one behavior after baseline stability was achieved. The first target behavior was told to the mentor immediately prior to training and intervention. The second behavior was not revealed until sufficient data had been collected on the first behavior. The peer mentor was trained and instructed to intervene on the second behavior while continuing intervention on the first behavior. The condition changes were determined through visual inspection of the graphic data to ensure that the data for the first targeted behavior were stable and no trend was evident on the second behavior in the expected direction of the next condition.

Control:

There was no control or comparison condition.

Findings:

The woman in the first case study received training on teleworking and computer skills. Afterwards she went to work for a non profit at 20 hours a week. Initially, she typed and edited reports. Eventually she received more hours to manage a database and mailings. She has worked for 14 years.In the second case study a husband and wife teleworker. The husband was was hired by a non profit to work 20 hours a week as a customer service representative to handle calls during traditional business hours. Nine months later his wife was employed by the same organization doing the same type of work.The jobs also the team to maintain health and manage fatigue.

Conclusions:

Peer mentors can trained to teach individuals with disabilities who have difficulties learning verbal and nonverbal tasks. This appears to be an effective and acceptable way to assist student performance in a vocational training setting. It also appears to be help young people feel more comfortable in such settings. More research is needed to learn more about using peer mentors in vocational training settings and using coworkers as natural supports in employment settings.

URL:

http://pbi.sagepub.com/content/8/4/244.abstract

Disabilities:

Populations:

Female

Outcomes:

NIDILRR Funded:

Research Design:

Case reports

Peer Reviewed:

Yes

Predictors of success for state vocational rehabilitation for clients with traumatic brain injury

Authors:

Jones, C. J., Perkins, D. V., & Born, D. L.

Year Published:

2003

Publication:

Archives of Physical Medicine and Rehabilitation

Volume:

Number:

Pages:

161-167

Publisher:

Elsevier

Background:

Return to work after a Traumatic Brain Injury (TBI) is an important outcome and often considered a primary measure to evaluate the effectiveness of rehabilitation. Research in Traumatic Brain Injury is disjointed and most related to vocational rehabilitation includes small sample sizes and other weaknesses. A more complete investigation of the relationship between vocational rehabilitation services and outcomes of individuals with TBI may help determine determine predictors of vocational success.

Purpose:

Find what descriptive characteristics of vocational rehabilitation clients with TBI contribute to the prediction of successful vocational outcomes.

Setting:

This study included individuals with TBI served by the Missouri vocational rehabilitation agency in various settings.

Sample:

Seventy eight individuals with Traumatic Brain Injury who were served by the Missouri DVR were selected from a sample of 220 individuals. The majority of the participants were single, white (82%) males (71%). The average length of time from injury to referral to DVR was 9.2 years and the average age was 36.7 years. The majority had a high school education or less(76%). Twenty five percent reported a history of substance abuse and 17 indicated a history of a learning disability.

Control:

A neuropsychological evaluation to measure a range of skills was given to each participant. Additional information was obtained from DVR and included: type of services provided, work status variables at the time the person was referred to DVR, work status variable at the time the person's case was closed by DVR, and cost of services. Demographic information was obtained from the client and psychologist.

Findings:

Seventeen percent of the individuals in the sample had a successful DVR case closure; however 2 of these people were working in a sheltered workshop. Services such as vocational guidance and counseling, and on the job training predicted vocational outcome.
Other variables such as severity of injury, neuropsychological evaluation findings, and demographics did not.

Conclusions:

The study can not be generalized to all individuals with TBI, as it focused only on those served by DVR. Larger sample sizes are needed that follow the person for longer periods of time after VR case closure. Future research should focus more on the environmental factors such as the provision of VR services, increasing access to transportation etc...that impact community participation and less on medical and psychosocial variables.

URL:

http://www.ncbi.nlm.nih.gov/pubmed/12601645

Disabilities:

Traumatic brain injury (TBI)

Populations:

Outcomes: