Speech or language impairments | Knowledge Translation for Employment Research Center

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

Intellectual disabilities

Orthopedic impairments

Specific learning disabilities

Speech or language impairments

Visual impairments

Populations:

Transition-age youth (14 - 24)

Outcomes:

Employment acquisition

NIDILRR Funded:

Yes

Research Design:

Systematic reviews and meta-analysis

Peer Reviewed:

Yes

Vocational rehabilitation services and employment outcomes for people with disabilities: A United States study

Authors:

Employment outcomes of transition-aged adults with autism spectrum disorder: A state of the states report

Year Published:

2008

Publication:

Journal of Occupational Rehabilitation

Volume:

Number:

Pages:

326-334

Publisher:

Springer Science+Business Media, LLC

Background:

Work is fundamental to the physical and psychological well-being of all people. The United States state-federal vocational rehabilitation programs spend more than $2.5 billion annually. Understanding the factors and service patterns that contribute to successful employment outcomes will help enhance services.

Purpose:

The purpose of the study is to identify key factors associated with successful employment outcomes for people with sensory/communicative, physical, and mental impairments in the United States.

Setting:

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

Sample:

Data for this study were extracted from the fiscal year 2005 RSA-911 Case Service Report. The sample includes 5,000 clients from each disability group (sensory/communicative, physical, and mental impairments) whose cases were closed as either rehabilitated or not rehabilitated.

Data Collection:

Data extracted from the RSA-911 data were analyzed using Statistical Package for the Social Sciences (SPSS). Logistic regression analysis was used to examine the association among demographic characteristics, provision of cash or medical benefits, VR service patterns, and employment outcomes. (p. 328)

Intervention:

Assessment, diagnosis and treatment of impairments, vocational rehabilitation counseling and guidance, college or university training, occupational/vocational training, on-the-job training, basic academic remedial or literacy training, job readiness training, job search assistance, job placement assistance, on-the-job supports, transportation, maintenance, rehabilitation technology, reader services, interpreter services, personal attendant services, information and referral, and other services.

Control:

Comparison of cases that were closed rehabilitated to those that were closed not rehabilitated.

Findings:

Individuals with sensory/communicative impairments had the highest employment rate (75%) compared to 56% for the physical impairments group and 55% for those with mental impairments. Job placement, on-the-job support, maintenance, and other services were identified as significant predictors of employment success.