Yes | Knowledge Translation for Employment Research Center

Populations:

Black / African American

White / Caucasian

Outcomes:

Intellectual disabilities

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:

Transition-age youth (14 - 24)

Hispanic or Latino

Black / African American

White / Caucasian

Urban

Outcomes:

NIDILRR Funded:

Research Design:

Observational

Peer Reviewed:

Yes

Chemical dependency treatment and employment outcomes: results from the 'ADATSA' program in Washington State

Authors:

Luecking, D. M., & Luecking, R. G.

Year Published:

2000

Publication:

Drug and Alcohol Dependence

Volume:

Number:

Pages:

151-159

Publisher:

Elsevier

Background:

In 1987, the Washington State legislature passed the Alcohol and Drug Abuse Treatment and Support Act (ADATSA), creating a program for indigent adults deemed unemployable and incapacitated as a result of their addiction. This legislation was designed to provide treatment instead of the traditional public assistance/cash grants available.

Purpose:

The purpose of the study was to examine the relationship between chemical dependency treatment and subsequent earnings.

Setting:

The setting included multiple methadone treatment centers in Washington State.

Sample:

2195 clients were referred to an ADATSA assessment center and determined to be financially eligible for assistance. Of those assessed, 1537 individuals were found to be clinically eligible for treatment and 1228 entered treatment.

Data Collection:

All data came from secondary sources, as there was no direct contact between researchers and clients. Data on earnings came from the wage and hour file collected by Washington State's Department of employment Security.

Intervention:

There were three phases of treatment: primary, reintegration, and aftercare. In primary care, addiction was addressed and information and tools needed to recover were provided to patients. In the reintegration phase, patients were aided in moving from a structured treatment setting to independent living. In aftercare, they were provided continued support to maintain sobriety in an unstructured setting.

Control:

There was no comparison or control condition.

Findings:

Clients who completed their plan of treatment earned more than those who did not. Those clients who received vocational services, in addition to completing treatment, earned more than those who completed treatment only.

Conclusions:

This study shows that clients once deemed "unemployable" can become productive.

URL:

https://www.dshs.wa.gov/sites/default/files/SESA/rda/documents/research-4-45.pdf

Populations:

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Evaluation of an individual placement and support model system

Authors:

Luchansky, B., Brown, M., Longhi, D., Stark, K., & Krupski, A.

Year Published:

2004

Publication:

Psychiatric Rehabilitation Journal

Volume:

Number:

Pages:

251-257

Publisher:

Hogrefe Publishing

Background:

Individuals with severe mental illness have high rates of unemployment. The Individual Placement and Support(IPS) model of supported employment has demonstrated superior employment outcomes as compared to other conditions (ie. day treatment, sheltered work and counseling)through a number of randomized control trials. It is important to find out if this approach can be effectively implemented with fidelity in the field and yield similar results.

Purpose:

The purpose of this study was to conduct a retrospective evaluation of the employment outcomes of individuals who were involved in a Services for Employment and Education (SEE) program, based on the IPS model, in Massachusetts over a 4 and half year period of time.

Setting:

The setting included a number of employment sites in Massachusetts where individuals with mental illness who received supported employment services worked.

Sample:

Participants were 90 individuals who enrolled in the program from 1995 to 1999. The majority were Caucasian (90%) and male (65.7%). The mean age was 42 years with a range from 21 to 65. The majority (66%) had schizophrenia or another psychotic disorder and were receiving disability benefits. Over three quarters or (77.8%) had never been married.
The mean total score on work readiness was 1.33 and annual clinical contact hours was 23.62; the mean Clinical Evaluation of Risk and Functioning score was 39.62.

Data Collection:

An independent retrospective evaluation of the SEE employment outcomes was conducted. In addition, the SEE program fidelity was assessed using the IPS Fidelity scale.
Data was selected from three major sources. Demographics, days in program, number of jobs held previously and self rating of "work readiness were collected from the SEE program records. The SEEIS database provided data related to each job obtained (i.e.. start and end date, hours worked, wages etc...) and services received (i.e.. benefits counseling, assistance with job related problems and workplace supports, disclosure of disability etc.... Behavioral health program records provided treatment plan information, clinical contact hours and diagnosis. The case management services client tracking system had information about the person's level of functioning at program exit.

Intervention:

The intervention was, the Services for Employment and Education program, a modification of the Individual Placement and Support Supported Employment Model.

Control:

There was no control or comparison group.

Findings:

SEE participants held 196 jobs. The majority or 35.4% were service jobs. This was followed by 28.6% in marketing or sales, 20.9% were operator, fabricator, or technical jobs and 10.2% were professional, administrative or managerial in nature. The average number of hours worked per week was 16 with a range of 1 to 40 hours. One third of the jobs required 20 or more hours per week.
Wages ranged from $4.75 to $12.00.
Participants frequently received job related supports like benefits counseling, problem solving and on the job support on issues like negotiating changes in schedule, conflicts with coworkers and changes in management.
Support was also offered to assist individuals with disclosing their disability in order to receive reasonable accommodation.
Individuals in non professional jobs quit or were fired from their jobs more often than those who were not.
Eighty two percent of participants held at least one job. The mean was 2.69 positions with a range from 1 to 10. There were no significant differences between those who did and did not obtain work.
On average it took around 3.5 months for participants to secure employment. The average amount of time worked per job was a little more than 11 months.
Employment outcomes were related to education level which was correlated with more highly educated individuals working more total hours across all types of jobs. Participants who had higher self rated work readiness scores remained employed longer than those with lower rates. Also those with more active days in SEE and more employer accommodations remained employed longer. However, those who receive more on the job supports tended to work less hour and earn lower wages. Overall the SEE program had good fidelity to the IPS model.

Conclusions:

The majority of participants gained and maintained employment. The model had high IPS fidelity and had outcomes similar to and in some areas superior to the Supported employment and IPS model programs. Programs that follow a evidenced based employment model are more likely to have positive outcomes.

URL:

http://psycnet.apa.org/journals/prj/27/3/251/

Disabilities:

Emotional disturbance

Populations:

Black / African American

Outcomes:

NIDILRR Funded:

Research Design:

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:

Not Reported

Research Design:

Qualitative

Peer Reviewed:

Yes

Learning from disappointing outcomes: An evaluation of prevocational interventions for methadone maintenance patients

Authors:

Lindstrom, L. E., Benz M. R., & Doren, B.

Year Published:

2004

Publication:

Substance Use and Misuse

Volume:

Number:

Pages:

2287-2308

Publisher:

Informa Healthcare

Background:

Employment rates in the drug-dependent population are typically low. Obtaining employed work is viewed as basic to successful treatment and recovery. (p. 2288)

Purpose:

The goal of the study was to evaluate three pre-vocational training programs designed to be delivered as adjunct services for patients at methadone maintenance clinics.

Setting:

The setting was various community mental health centers.

Sample:

A total of 417 subjects were enrolled at five methadone clinics between March 1995 and April 1998. They were enrolled in the study after completing 30 days of treatment at the clinics to ensure they were stable and familiar with clinic routines to effectively participate.

Data Collection:

Employment data was collected at 6-month and 12-month follow up interviews.

Intervention:

Subjects were assigned to either the Vocational Problem-Solving (VPS) program, the Job Seekers Workshop (JSW) , or a combination of VPS and JSW.

Control:

The employment outcomes of the 3 program groups were compared.

Findings:

None of the three models produced significantly greater employment or better overall rehabilitation.

Conclusions:

This study suggests that closer integration of pre-vocational training with treatment, individualizing efforts to meet training needs, and providing support during job-finding and early job-holding might improve program effectiveness. (p. 2288)

URL:

http://www.ncbi.nlm.nih.gov/pubmed/15200244

Populations:

Outcomes:

Traumatic brain injury (TBI)

Full-time employment

Part-time employment

NIDILRR Funded:

Research Design:

Mixed methods

Peer Reviewed:

Yes

Success in the workplace following traumatic brain injury: Are we evaluating what is most important?

Authors:

Lidz, V., Sorrentino, D. M., Robison, L., & Bunz, S.

Year Published:

2004

Publication:

Disability and Rehabilitation

Volume:

Number:

Pages:

290-298

Publisher:

Informa Healthcare

Background:

Vocational outcome is one of the most important indicators of rehabilitation following a traumatic brain injury. Specifically, types of paid vocations, especially full-time work, are often viewed most favorably as a sign of success. The factors related to this perception of success are vast.

Purpose:

This study aims at evaluating whether or not the common perceptions of success are in line with those factors that those individuals undergoing rehabilitation for traumatic brain injury (TBI) view as most indicative of progress following an injury.

Sample:

The study sample included 4 males and 3 females between the ages of 26-51. Six were Europeans and one was of Maori descent. Participants had memory loss of one day to months. All were one year post injury.

Data Collection:

Open-ended interviews with minimal prompting were taped and transcribed. They were then read and coded with comparisons to other interviews taking place at the same time. The transcripts were then sent to the participants for verification of accuracy.

Intervention:

The effects of returning to full-time paid employment on the feeling of success, impact on non-working lives, feelings of productivity and ability to sustain employment.

Control:

There was no control or comparison condition.

Findings:

The results indicated that while participants view return to work as an important goal of rehabilitation following TBI, they also valued other means of feeling successful , not having a stressful work life affect their personal life, and feeling successful without full time pay (previously considered the goal) to be of near equal importance.

Conclusions:

While paid employment is important, the work must also provide feelings of productivity and success. The researchers also feel evaluation of these individuals should take more subjective factors into consideration of their "success" of rehabilitation.

URL:

http://www.worksupport.com/kter/documents/pdf/LevackRTWafterTBI.pdf

Disabilities:

Populations:

Outcomes:

NIDILRR Funded:

Research Design:

Peer Reviewed:

Yes

Improving employment outcomes for persons with severe mental illnessesImproving employment outcomes for persons with severe mental illnesses

Authors:

Levack, W., McPherson, K., & McNaughton, H.

Year Published:

2002

Publication:

Archives of General Psychiatry

Volume:

Number:

Pages:

165-172

Publisher:

American Medical Association

Background:

Unemployment remains a major consequence of schizophrenia and other severe mental illnesses. This study assesses the effectiveness of the Individual Placement and Support model of supportive employment relative to usual psychosocial rehabilitation services for improving employment among inner-city patients with these disorders.

Purpose:

This study evaluates the Individual Placement and Support model among a population of high-risk inner-city patients with severe mental illnesses, extending previously published work that compared the IPS model with an enhanced vocational rehabilitation program among a similar population. In our study, men and women with severe mental illnesses were randomly assigned to either an IPS program or a comparison psychosocial rehabilitation program, the predominant mode of rehabilitation services offered in Maryland and many other states. This comparison program includes, but does not emphasize, enhanced vocational services.

Setting:

The setting was a university-run community mental health agency in Baltimore, Maryland and various employment sites.

Sample:

Two hundred nineteen outpatients with severe mental illnesses, 75% with chronic psychoses, from an inner-city catchment area were randomly assigned to either the Individual Placement and Support program or a comparison psychosocial rehabilitation program. Participants completed a battery of assessments at study enrollment and every 6 months for 2 years. Employment data, including details about each job, were collected weekly.

Data Collection:

The cumulative measures of employment, total hours worked, and wages earned during the study period were analyzed with fixed-effect procedures. Logistic regression was used to test whether the participant worked during the study, and an analysis of variance was used to test log hours worked and log wages earned. The probability of working over time by treatment group was analyzed as a repeated binary measure using generalized estimating equations to adjust SEs. This secured an estimate of the "population-averaged" effect of working over time for the 2 treatment groups.

Intervention:

Individual Placement and Support (IPS) is a systematic approach to helping people with severe mental illness achieve competitive employment. It is based on eight principles: eligibility based on client choice, focus on competitive employment, integration of mental health and employment services, attention to client preferences, work incentives planning, rapid job search, systematic job development, and individualized job supports. Systematic reviews have concluded that IPS is an evidence-based practice

Control:

The comparison psychosocial rehabilitation program provided an array of services, including evaluation and skills training, socialization, access to entitlements, transportation, housing supports, counseling, and education. Vocational services included in-house evaluation and training for individuals who staff believed were not yet fully prepared for competitive employment. Training focused on improving specific work readiness skills, such as work endurance, appropriate social interaction in the workplace, and acceptance of supervision. In-house sheltered work and factory enclave projects were also available. For those ready for competitive employment, the psychosocial program either provided in-house assistance in securing employment or referred participants to city-based rehabilitation or vocational service programs.

Findings:

Individual Placement and Support program participants were more likely than the comparison patients to work (42% vs 11%; P<.001; odds ratio, 5.58) and to be employed competitively (27% vs 7%; P<.001; odds ratio, 5.58). Employment effects were associated with significant differences in cumulative hours worked (t(211) = -5.0, P =.00000003) and wages earned (t = -5.5, P =.00000003). Among those who achieved employment, however, there were no group differences in time to first job or in number or length of jobs held. Also, both groups experienced difficulties with job retention.

Conclusions:

As hypothesized, the Individual Placement and Support program was more effective than the psychosocial rehabilitation program in helping patients achieve employment goals. Achieving job retention remains a challenge with both interventions.

URL:

http://archpsyc.jamanetwork.com/article.aspx?articleid=206027

Disabilities:

Emotional disturbance

Populations:

Outcomes:

Randomized Controlled Trials (RCTs)

NIDILRR Funded:

Not Reported

Research Design:

Peer Reviewed:

Yes

Effects of job development and job support on competitive employment of persons with severe mental illness

Authors:

Lehman, A.F., Goldberg, R., Dixon, L.B., McNary, S., Postrado, L., Hackman, A., & McDonnell, K.

Year Published:

2005

Publication:

Psychiatric Services

Volume:

Number:

Pages:

1237-1244

Publisher:

American Psychiatric Association

Background:

Few studies have tried to determine which specific supported employment services improve employment outcomes for people with psychiatric disabilities. This study examined the effects of job development and job support among other services on acquisitions and retention of competitive employment for individuals with a psychiatric disability. It found that job development is a very effective service when the goal is job acquisition. Job support is associated with retention in first competitive job, but it's casual role is questionable.

Purpose:

The study hypothesized that participants who received job development would be more likely to acquire competitive employment than those who did not receive it, and would likely be more prepared for work and more likely to acquire competitive jobs than those who received it later. It was further hypothesized that those who received job support would work more months and hours that those who did not.

Setting:

This study is a systematic review. The included studies were undertaken in various locations and settings. Data used in the analysis came from the two year EIDP (Employment Demonstration Intervention Project)that collected data from sites in seven different states.

Sample:

A total of 1,340 persons from the seven state employment demonstration sites were included in the analysis. Persons doing paid work at baseline (N=28) and those with no follow-up employment data (N=98) were excluded. Individuals included in the study if they were 18 years old or older at enrollment, were willing and able to provide informed consent, had a DSM diagnosis of mental illness, and were unemployed.

Data Collection:

Interview assessments with EIDP participants elicited information about demographic characteristics, previous employment, current income, clinical indicators, and other relevant information at six month intervals for 24 months. Sites also collected data on the types of vocational and clinical services received by EIDP participants. Recruitment of study participants took place between February 1996 and May 2000. Random effects meta analysis were fist to the data over multiple sites. All analyses showed consistency between sites. Effect sizes for the job acquisition and job retention variables were calculated using Comprehensive Meta-Analysis statistical software. A;; hypothesis were two-tailed, and the standard p value of p<.05 was used for rejection of the null hypothesis.

Intervention:

Job development was as direct of indirect contact with potential employers or networking with individuals or organizations that had job information. Job support was as on-site counseling, support, and problem solving.

Control:

Comparison services included for example a variety of employment services such as vocational assessment and evaluation and off site job skills training, vocational treatment planning or career development, and vocational support groups.

Findings:

Job development helped participants obtain competitive employment. Individuals who received job development sere almost five times more likely to obtain competitive employment than individuals who not received job development. Individuals with no previous work experience had virtually no chance of acquiring competitive employment without job development.
A significant association between months in the first competitive job and receipt of job support was found.

Conclusions:

Data from this study support the importance of job development and job supports to successful job acquisition and job retention. On average, receipt of job support was positively correlated with the number of months and hours worked in the first competitive job.

URL:

http://ps.psychiatryonline.org/doi/pdf/10.1176/appi.ps.56.10.1237

Disabilities:

Emotional disturbance

Populations:

Outcomes: