The Diversity Partners Project: Multi-systemic knowledge translation and business engagement strategies to improve employment of people with disabilities

Authors: 
Catalano,D., Pereira, A., P., Wu, M., Y., Ho, H., & Chan, F.
Year Published: 
2016
Publication: 
Journal of Vocational Rehabilitation
Volume: 
46
Number: 
3
Pages: 
273-285
Publisher: 
IOS Press
Background: 

The Diversity Partners Project was created to develop, test, and launch a new learning intervention to improve employment outcomes for people with disabilities. Key arbiters were identified as employment service professionals (ESPs) who are skilled in using labor market data, building relationships with employers, community based disability service professionals, and staffing firm staff who specialize in locating human resources. This project was developed in response to policy changes like Section 503 of the Rehabilitation Act, Title I and Title IV of the Workforce Innovation and Opportunities Act.

Purpose: 

The purpose of this project was to test a learning intervention that would improve the relationships between ESPs and employers, and illustrate a systematic knowledge translation approach to the project. These research questions were used as a framework for development efforts:

1. How does an external agency create ongoing engagement in local ESP organizations? 2. What competencies will lead to ESPs being successful? 3. What situations do ESPs face when building relationships?

Setting: 

An online "Toolbox" was created through a knowledge translation process and included beta testing and feedback.

Sample: 

Target audiences included national ESPs and employers.

Data Collection: 

Online surveys and interviews were conducted.

Intervention: 

The intervention consisted of online modules on a website that contained information pertinent to organizational leadership and frontline personnel. Content modules included learning objectives, a diagnostic test, plain language learning content, case scenarios and more.

Control: 

There was no control condition.

Findings: 

Specific evaluation activities have yet to be developed.

Conclusions: 

Knowledge translation is difficult to achieve in varied contexts with segmented audiences and siloed systems. It is still too early to determine any concrete conclusions about the effectiveness of the Diversity Partners project.

URL: 
https://content.iospress.com/download/journal-of-vocational-rehabilitation/jvr862?id=journal-of-vocational-rehabilitation%2Fjvr862
Disabilities: 
NIDILRR Funded: 
Research Design: 
Peer Reviewed: 
Yes

Characteristics and experiences of Youth who are Deaf-Blind

Authors: 
McGilloway, S., & Donnelly, M.
Year Published: 
2017
Pages: 
1-38
Publisher: 
The NRTC on Blindness & Low Vision
Background: 

According to the National Center on Deaf-Blindness' (NCDB) there have been 8,937 individuals from age 3 to 21, identified with deaf-blindness. Approximately two thirds of transition-age youth with deaf-blindness have participated in state vocational rehabilitation (VR) programs. However, very limited research exists that gives an accurate depiction of the deaf-blind community's experience.

Purpose: 

This report describes deaf-blind youth in a sample from 2001 to 2009 and examines the population's characteristics, secondary school experiences, academic achievements, postsecondary school attendance, and employment experiences. The perspective of this report is from that of parents/guardians, youth, and teachers.

Setting: 

Data for this report come from the National Longitudinal Transition Study-2 (NLTS2) from 2001 to 2009. Data for this sample were collected via mail surveys and interviews of youth and their parents/guardians, surveys of school personnel, and district assessments.

Sample: 

Participants included young adults who identified as having visual and auditory loss as a primary disability.

Data Collection: 

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).

Intervention: 

There was no intervention.

Control: 

There was no control group.

Findings: 

A detailed description of the school and employment experience of young adults who are deaf-blind is included in this report. However several commonalities presented themselves within this sample including that the majority of respondents (92% or more), lived with their parent(s) or other relatives, received transition planning for adult life, received special services from their school, and most had one or more accommodation identified on their individualized education program (IEP).

Conclusions: 

Although this dataset has been used to represent transition aged youth with disabilities in the past, this report is the first for young adults who are deaf-blind in the United States at a national level. These data are somewhat dated and it would be beneficial to continue this research with a more recent sample.

URL: 
http://www.blind.msstate.edu/docs/characteristicsAndExperiencesOfYouthWhoAreDeafBlind.pdf
NIDILRR Funded: 
Research Design: 
Peer Reviewed: 
No

Working with schools: What employment providers need to know for successful collaboration

Authors: 
Grunert, B. K., Smucker, M. R., Weis, J. M., & Rusch, M. D.
Year Published: 
2016
Publication: 
Journal of Vocational Rehabilitation
Volume: 
46
Pages: 
355-359
Publisher: 
IOS Press
Background: 

In 2004, the Individuals with Disabilities Education Act (IDEA) mandated that transition services focus on improving academic and functional achievement of students with disabilities. In 2008 report from the National Council on Disability (NCD) highlighted that outcomes were not being accessed in regards to the benefits being provided to youth with disabilities. Additionally, in 2014 the Workforce Innovation and Opportunity Act, addressed the role of Vocational Rehabilitation Services, that were being provided through the states, in relation to supporting youth with disabilities and transition services.

Purpose: 

This paper examines a collaborative transition model and preliminary results of a 5-year study. The study evaluated the effects of embedded employment resources in schools, the impact on agency connections, employment outcomes, and lessons learned. These results were then used as the basis for the National Association of People Supporting Employment First (APSE) Conference and associated workshop. There were three questions that guided the workshop discussions.

Setting: 

One example that was provided looked at the Indiana School-to-Work Collaborative. IN*SOURCE is a parent training and information center in Indiana that provides information to families.

Sample: 

Students with a disability who had difficulties meeting diploma requirements and were hoping to enter the workforce where the primary target of the Collaborative. There were 208 Experimental Sites and 66 Control Sites. Examples of Agencies involved included Vocational Rehabilitation, Employment Providers, Case Management Providers and several others.

Data Collection: 

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

Intervention: 

There were 7 aspects of the Collaborative that focused on integrating services for students. Some examples include having a single-point-of-contact, participating in internships through the school, and having Benefits Information Network (BIN) liaisons available for students and families.

Control: 

The control sites included districts that did not have employment resources embedded into schools.

Findings: 

Students were more likely to be connected to vocational services when they are embedded within schools.

Conclusions: 

Schools and employment supports should be integrated to offer students with disabilities the most opportunities for success.

URL: 
https://content.iospress.com/download/journal-of-vocational-rehabilitation/jvr872?id=journal-of-vocational-rehabilitation%2Fjvr872
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: 
25
Number: 
1
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: 

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%).

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
NIDILRR Funded: 
Research Design: 
Peer Reviewed: 
Yes

Predictors of employment and postsecondary education of youth with autism

Authors: 
Moore, C. L.
Year Published: 
2012
Publication: 
Rehabilitation Counseling Bulletin
Volume: 
55
Number: 
3
Pages: 
176-184
Publisher: 
Sage
Background: 

The increasing numbers of students diagnosed with autism spectrum disorders (ASD), exiting school an seeking Vocational Rehabilitation (VR) services has sparked interest in research of predictors of employment success.

Purpose: 

The purpose of this study was to identify predictors or employment success for students with ASD who use VR services in transition from school to adulthood. Predictors included both demographic and specific VR service categories.

Setting: 

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

Sample: 

The study sample consisted of 2,913 youth and young adults who received VR services during the transition period from school to adulthood. Ages at application for services ranged from 16 to 26, and none were employed at application.

Data Collection: 

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.

Intervention: 

Interventions were the following service categories used in the VR RSA 911 data set: Assessment, counseling and guidance, job readiness training, job search, job placement, on-the-job supports, college, miscellaneous training, and other services.

Control: 

There was no control or comparison condition.

Findings: 

The odds of achieving competitive employment were greater for youth who received job placement services. However, only 48% of youth with ASD received this service. In addition, postsecondary education was among the strongest predictors of better earnings, yet only 10% of youth received college services.

Conclusions: 

The study's findings provide evidence that job placement services and college services can improve employment outcomes for youth with autism. They recommend that VR agencies offer those services to more youth with autism.

URL: 
http://www.worksupport.com/kter/documents/pdf/Migliore2012.pdf
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: 
32
Number: 
3
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
NIDILRR Funded: 
Peer Reviewed: 
Yes

Project ABLE (Autism: Building Links to Employment): A specialist employment service for young people and adults with an autism spectrum condition

Authors: 
Lysaker P. H., Bond G., Davis L. W., Bryson G.J., & Bell, M.D.
Year Published: 
2014
Publication: 
Journal of Vocational Rehabilitation
Volume: 
41
Number: 
1
Pages: 
13-21
Publisher: 
IOS Press
Background: 

Individuals with Autism face high rates of unemployment due to a myriad of challenges. There have been some reports that participating in an employability program early on can improve work outcome for this group.

Purpose: 

This study examined using a customized approach to either develop or improve employability skills of individuals with Autism.

Setting: 

The settings included work experience sites across a wide range of community businesses.

Sample: 

Participants included 27 students in special education, 15 young adults who were preparing to leave or who had recently left school and 30 who were 18 or older who were not in secondary education in Ireland. All but 4 of the participants were males. The cognitive profile varied among participants and included 27 individuals who had severe learning disability opposed to 14 who were high functioning. All were unemployed.

Data Collection: 

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.

Intervention: 

The intervention was a Supported Employment Model in Northern Ireland. This model ensure correct level of support are in place for a person with disability, coworkers, management and families. The model include the following phases: engage; place, train, maintain and progress.
To develop employability and related skills participants chose from a range of interventions.

Control: 

There was no control or comparison condition.

Findings: 

The majority or 95% of the participants experience at least one work experience and 66% had two or more placements. Most individuals 47% worked in retail this was followed by job in administration (24%). Experiences lasted between six weeks to six months or more. The experiences took place across all types of businesses and included retail, business, catering and more. Some individuals also went on to secure employment. Feedback was solicited from participants through interviews and focus groups. They indicated a number of key areas improvement; the top two were better use of time and vocational skills.

Conclusions: 

Work preparation and employability training at an early stage appears to help young people with autism spectrum condition in Ireland successfully transition from school to work. A Supported Employment Model assisted young people with autism spectrum condition prepare for and enter work.

URL: 
https://www.qub.ac.uk/research-centres/CentreforBehaviourAnalysis/filestore/Filetoupload,503346,en.pdf
NIDILRR Funded: 
Research Design: 
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: 
23
Number: 
2
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
NIDILRR Funded: 
Research Design: 
Peer Reviewed: 
Yes

An effective community-based mentoring program for return to work and school after brain and spinal cord injury

Authors: 
Kowalske, K., Plenger, P. M., Lusby, B., & Hayden, M., E.
Year Published: 
2012
Publication: 
NeuroRehabilitation
Volume: 
31
Number: 
1
Pages: 
63-73
Publisher: 
IOS Press
Background: 

Individuals with traumatic brain injury (TBI), spinal cord injury (SCI), and other neurological disorders often have severe disabilities impacting their ability to return to previous activities and return to work is limited. There is an ongoing need for education and vocational rehabilitation systems to work together to improve outcomes for youth and young adults with disabilities.

Purpose: 

The purpose of this article was to present information on a community-based mentoring program for young adults, ages 16 - 26 years with a recently acquired TBI, SCI, and other neurological disorders. The two objectives of this study were to 1) to demonstrate continuing increased in standardized measures of community integration from the time of enrollment in the program to the time of exit, and 2) improve the percentage of youth and adults who successfully access post-secondary education or employment opportunities.

Setting: 

The setting was various community sites in California.

Sample: 

The study sample included 131 individuals with TBI, SCI, or other neurologic disabilities recruited between 2005 and 2010. The majority were individuals with TBI or SCI with one individuals dually diagnosed with TBI and SCI (0.8%) and 8.4% with other disabilities to include other neurological disabilities. The majority were male (67.9%). The mean age was 20.3 years. Participants were primarily Hispanic (42%) or Caucasian (36.3%) with the remaining Asians (10.7%) or African American (4.6%). In addition, there were 121 trained "mentors" who were a minimum of two years post injury and had "a high level of acceptance and successful integration into the community". This included working or post-secondary education. Most were working (57%) while 30% were attending school, and 13% were retired.

Data Collection: 

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.

Intervention: 

A mentoring program was developed called the "Back on Track to Success Mentoring Program." The goal of the program was to improve the ability of youth/young adults with disabilities to navigate through the services and programs available to individuals with disabilities. In addition, the goal was to increase the rate of return to work and post-secondary education. Each of the program participants were matched with a "mentor" who had training on a specific curriculum and refresher sessions throughout the entire program. Mentor/mentee relationships were required to have a minimum of three contacts per month in-person, telephone, or electronic mail methods.

Control: 

No comparison condition.

Findings: 

A total of 89 mentees were successfully matched with community-based mentors and participated in the program through to completion. Of this number 77 completed the entire program. Of this number 42 (54.5%) were considered program successes and 35 (45.5%) were considered program failures. Of the 42, 69% returned to school and 13 became employed (31%). For program successes, significant CHART subscale increases were seen for Cognitive Independence and Mobility. For program "failures" no statistically significant changes were seen in CHART subscale scores. For program successes, there were also significant improvements seen in the M2PI, the DRS, and SRS. For failures there were improvements seen in DRS but these were not statistically significant.

Conclusions: 

Overall, findings suggest that mentoring can be beneficial toward achieving the goals of post-secondary education, employment and community independence for individuals with disabilities; specifically those with traumatic brain injury, spinal cord injury and other neurological disorders.

URL: 
http://content.iospress.com/articles/neurorehabilitation/nre00775
NIDILRR Funded: 
Research Design: 
Peer Reviewed: 
Yes

Improved occupational performance of young adults with a physical disability after a vocational rehabilitation intervention.

Authors: 
Vlasveld, M. C., Anema, J. R , Beekman, A. T. F., van Mechelen, W., Hoedeman, R., van Marwijk, H. W. J., Rutten, F. F., Hakkaart-van Roijen, L., & van der Feltz-Cornelis, C. M.
Year Published: 
2014
Publication: 
Journal of Occupational Rehabilitation
Volume: 
24
Number: 
1
Pages: 
42-51
Publisher: 
Springer Science+Business Media New York
Background: 

Employment leads to more independence as an adult. Many youth with physical disabilities have difficulty gaining and maintaining employment. This may result in a reduced quality of life.

Purpose: 

The purpose of the study was to examine how occupational performance of participants of a vocational rehabilitation intervention changed over time. More specifically, it looked at work, self care and leisure. The researchers also looked at the differences between individuals who were employed and those who remained unemployed after the vocational rehabilitation intervention.

Setting: 

The setting was an outpatient rehabilitation clinic for young adults located in Rotterdam, the Netherlands.

Sample: 

Participants include eleven young adults with physical disabilities; six male and five females. Their mean age was 22 years prior to the intervention. Three individuals had cerebral palsy, 2 had muscular disease, 2 had traumatic brain injury and the remainder had other types of physical disabilities. The amount time participants had spent looking for work ranged from Five of the participants had not yet looked for work while 2 had been looking for more than 2 years.

Data Collection: 

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.

Intervention: 

The intervention was "At Work?! This is a multidisciplinary vocational rehabilitation intervention that was designed for young adults with physical disabilities, who are entering the labor market, and is geared towards improving abilities to achieve employment. The year long intervention brought rehabilitation and vocational services into a group program that included individuals assessments and coaching.

Control: 

There was no control group. The participants served as their own controls.

Findings: 

The participants expressed fewer problems after the intervention. Additionally, they showed improved in work performance, self care and leisure. An increase in satisfaction with these improvements was also reported. Occupational identify, competence and overall scores on the OPHI II also increased. The demographic characteristics of the individuals who did not gain employment were not difference from the group that was employed. The unemployed experienced difficulties in all three areas of occupational performance prior to the intervention and more difficulty in the work setting. Post-intervention, their levels of occupational identity, competence and settings were like those of employed persons. Participants showed improved occupational performance post intervention. The unemployed participants appeared to catch up during the intervention but had not achieved employment within one year.

Conclusions: 

Young adults with physical disabilities, showed improved occupational performance in work, self care and leisure and were more satisfied with their performance after participating in a one year multidisciplinary vocational rehabilitation intervention. Those who did not go to work faced problems in all three areas at pre-intervention. The goal of employment and the intervention appeared to motivate participants to solve problems related to work, self care and leisure. There is a need for interventions aimed at improving work participation by address problem across the three areas. Young adults who go to work may benefit from ongoing coaching to help address new problems.

URL: 
http://link.springer.com/article/10.1007%2Fs10926-013-9446-9
NIDILRR Funded: 
Peer Reviewed: 
Yes