Career Development and Transition for Exceptional Individuals最新文献_第2页

Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI 绘制中学后过渡时期实验研究图：CDTEI 十年回顾

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-05-09 DOI: 10.1177/21651434241247772

Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm

{"title":"Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI","authors":"Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm","doi":"10.1177/21651434241247772","DOIUrl":"https://doi.org/10.1177/21651434241247772","url":null,"abstract":"This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study 智力和发育障碍大学生的交通体验：摄影选择研究

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-05-09 DOI: 10.1177/21651434241248592

Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak

{"title":"Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study","authors":"Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak","doi":"10.1177/21651434241248592","DOIUrl":"https://doi.org/10.1177/21651434241248592","url":null,"abstract":"Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140941672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual Job Interview Training: A Dose Response to Improve Employment for Transition-Age Youth With Disabilities. 虚拟面试培训：改善转型期残疾青年就业的剂量反应

IF 1.6 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-05-01 Epub Date: 2023-03-20 DOI: 10.1177/21651434231160532

Matthew J Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A Bornheimer, Kari Sherwood, Justin D Smith

{"title":"Virtual Job Interview Training: A Dose Response to Improve Employment for Transition-Age Youth With Disabilities.","authors":"Matthew J Smith, Mark Van Ryzin, Neil Jordan, Marc Atkins, Lindsay A Bornheimer, Kari Sherwood, Justin D Smith","doi":"10.1177/21651434231160532","DOIUrl":"10.1177/21651434231160532","url":null,"abstract":"Virtual Interview Training for Transition Age Youth and Virtual Reality Job Interview Training are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but varied across race, IQ, IDEA categories and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11232528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48463400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From the Editors 编辑的话

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-04-05 DOI: 10.1177/21651434241236003

Val Mazzotti, Allison Lombardi

引用次数: 0

Culturally Responsive/Sustaining Transition for At-Promise Youth 促进文化和谐/让处于过渡期的青少年可持续发展

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-03-20 DOI: 10.1177/21651434241235886

Rebekka J. Jez

{"title":"Culturally Responsive/Sustaining Transition for At-Promise Youth","authors":"Rebekka J. Jez","doi":"10.1177/21651434241235886","DOIUrl":"https://doi.org/10.1177/21651434241235886","url":null,"abstract":"At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Secondary Transition Interventions in Rural Communities: A Systematic Literature Review 农村社区的中学过渡干预措施：系统文献综述

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-01-29 DOI: 10.1177/21651434231223435

Alan S. McLucas, William J. Therrien, Dawn A. Rowe

引用次数: 0

Family Service Use and Outcomes for Youth With Disabilities 残疾青少年的家庭服务使用情况和结果

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2024-01-27 DOI: 10.1177/21651434231221493

Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz

引用次数: 0

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition 拉动杠杆：支持中学特殊教育和过渡时期的批判意识

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2023-12-23 DOI: 10.1177/21651434231217717

Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz

引用次数: 0

Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators 应对基于工作的学习经验所面临的挑战：特殊教育工作者的回应

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2023-12-23 DOI: 10.1177/21651434231218708

Hannah R. Brenner, S. Dymond

引用次数: 0

Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders 针对情绪行为障碍学生的大学和职业准备研究中的种族和性别代表性

IF 3.3 3区教育学

Career Development and Transition for Exceptional Individuals Pub Date : 2023-12-15 DOI: 10.1177/21651434231211562

Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui

{"title":"Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders","authors":"Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui","doi":"10.1177/21651434231211562","DOIUrl":"https://doi.org/10.1177/21651434231211562","url":null,"abstract":"The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0