Transition-age youth (14 - 24)

Online surveys and interviews were conducted.

Data collection used in this NLTS2 sample were conducted every two years with a total of five waves from 2001 to 2009 with the largest sample size occurring during Wave 1 (170).

Implementation and data collection occurred over three years. Metrics measured included number of internships obtained, employment rate for students, and pay.

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.

Data collection for the RSA 911 data system is initiated at the time of application and ends at case closure. The system includes client demographic variables, service delivery variables, and outcome variables. Stepwise backward binary logistic regression was used to test the relationships between the predictors and the outcomes that were measured as categorical variables integrated employment and postsecondary education improvement.

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.

An action research approach was used. Results were presented for each 3 groups of participants. The individualized approach was successful for 17 of the adult participants. By the end of year four 56% had secured full time and part time work. Among the special education group 27 people had the chance to participate in one to three work experiences. Eighteen required one to one ongoing support throughout the duration of the work placement. Some parents of the young adults in this group reported feeling less anxious about what would happen when the child left school. The mainstream group required work experience for short periods of time. A program spanning the entire school year was not possible due to difficulties associated with being released from school. During the engagement phase individuals completed a individual induction, an assessment, a vocational profile, and an action plan. The plan was reviewed and updated every six months.

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.

Assessment was conducted a minimum number of four times: at enrollment, three months after entry, and every three months thereafter until attempted entry to post-secondary education or employment. In addition, each mentor and mentee completed a questionnaire which documented satisfaction with the relationship. Finally, the program used standardized assessments to include the Disability Rating Scale to include Employability and Level of Functioning, the Participation Index of the Mayo-Portland Adaptability Inventory, version 4, the Supervision Rating Scale, the Craig Handicap Assessment and Reporting Technique Short Form, and the Diener Satisfaction with Life Scale. A successful transition was as the individual remained in the post-secondary education or employment environment.

Data were collected by mentors and project staff. Formal assessments were collected by trained research assistants. Mentors submitted meeting logs documenting when, where, and topics discussed. Data were stored in an Access database and descriptive and inferential analyses were conducted using SPSS. Pre and post test program scores on standardized outcome measures were compared by paired T-tests.

Demographic data was collected. Severity of physical limitations was categorized using scores on the Physical Functioning scale of the MOS Short-Form General Health Survey. Occupational performance was explored at baseline and one year later using semi structured interviews. The Canadian Occupational Performance Measure (COPM), an interview, was used to assess self perception of work performance in the areas of self care, productivity and leisure over time. The Occupational Performance History Interview II (OPHI-II) was used to assess aspects of occupational adaptation: occupational identity, competence and setting. Results were summarized using descriptive statistics. Sores on the COPM subscales and the OPHI-II scales were calculated. Qualitative data from the COPM and audio taped OPHI-II were summarized and categorized into the 3 occupational performance categories: self care, leisure and work productivity. Narrative were classified as regressive, stable or progressive. Differences between pre and post intervention scores on COPM and OPHI-II were tested using Wilcoxon signed rank test. Demographics between the employed and unemployed groups were compared using the Mann-Whitney U test. Non-parametric test were used. Data was analyzed using SPSS 16.0.