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Career Development and Transition for Exceptional Individuals最新文献

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Teachers’ Beliefs About the Benefits of and Barriers to School and Community WBLEs 教师对学校和社区 WBLEs 的益处和障碍的看法
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-12-11 DOI: 10.1177/21651434231214161
Magen Rooney-Kron, S. Dymond
{"title":"Teachers’ Beliefs About the Benefits of and Barriers to School and Community WBLEs","authors":"Magen Rooney-Kron, S. Dymond","doi":"10.1177/21651434231214161","DOIUrl":"https://doi.org/10.1177/21651434231214161","url":null,"abstract":"Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study was to understand teachers’ beliefs about the benefits of and barriers to school and community WBLEs for students with ESN. We invited 1,498 special education teachers with a license in ESN to participate. Eligibility criteria required teachers to have at least one high school student with ESN on their caseload. Of the 273 teachers who responded, 137 met criteria and completed the questionnaire. We used descriptive statistics, exploratory factor analyses, and nonparametric inferential statistics to analyze our data. Teachers believed students benefit from WBLEs because they learn skills and have improved outcomes; however, they rated student outcomes higher for community WBLEs (vs. school WBLEs). Barriers to WBLEs included limited resources, stakeholder support, curriculum, and support for students. Teachers rated barriers related to stakeholder support and support for students higher for community WBLEs (vs. school WBLEs). Teachers’ beliefs about the benefits of and barriers to WBLEs varied by their experience with WBLEs. Implications for future research about students’ experiences during WBLEs and how teachers make decisions about WBLEs are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979864","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
Behavioral Skills Training to Teach Self-Instruction of Video Activity Schedules for Vocational Skills 行为技能培训，教授职业技能视频活动计划表的自我指导
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-11-18 DOI: 10.1177/21651434231211258
Amy D Spriggs, Sally B. Shepley, Mark D. Samudre, Hannah E. Keene, Kai O’Neill, Shealynn Hall
{"title":"Behavioral Skills Training to Teach Self-Instruction of Video Activity Schedules for Vocational Skills","authors":"Amy D Spriggs, Sally B. Shepley, Mark D. Samudre, Hannah E. Keene, Kai O’Neill, Shealynn Hall","doi":"10.1177/21651434231211258","DOIUrl":"https://doi.org/10.1177/21651434231211258","url":null,"abstract":"This study evaluated the effects of behavior skills training (BST) as a means to acquire and generalize self-instruction behaviors using video activity schedules (VidAS) loaded on an iPod Touch for four high school students with intellectual disabilities. Behavior skills training procedures were implemented in two different vocational training environments and evaluated using a multiple probe across participants design. Following the mastery criterion in the training environments, the generalization of self-instruction behaviors to two different vocational training environments was assessed. All participants acquired self-instruction behaviors with BST instruction. However, only three of four participants independently generalized responding to two additional vocational environments. Results and directions for future research regarding training loosely and using multiple exemplars to program for generalization are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261815","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
Collaborative Action Research with diverse stakeholders: Building the Disability Champions Mentoring Network 与不同利益相关者的合作行动研究:建立残疾人冠军指导网络
3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-10-17 DOI: 10.1177/21651434231200176
Tammy Ellis-Robinson, Elizabeth Slusarz, Maria Haji-Georgi, Julienne Slichko, Audrey Mohammed, Kayla Terry, Ketrina Hazell
{"title":"Collaborative Action Research with diverse stakeholders: Building the Disability Champions Mentoring Network","authors":"Tammy Ellis-Robinson, Elizabeth Slusarz, Maria Haji-Georgi, Julienne Slichko, Audrey Mohammed, Kayla Terry, Ketrina Hazell","doi":"10.1177/21651434231200176","DOIUrl":"https://doi.org/10.1177/21651434231200176","url":null,"abstract":"Historically based systemic oppressions have exacerbated disparities in post-school outcomes among youth with disabilities transitioning to adulthood. Using a community action research (CAR) approach, the Disability Champions Mentoring Network was founded by a community of diverse stakeholders to address inequities in transition outcomes. Centering transition as a cultural practice, the project connected theoretical frameworks to develop a supportive community through interagency collaboration and mentorship. We conducted a self-examination using deductive category application and an open coding process to identify major themes in the project development process. The themes identified by collaborators include self-determination/mentorship, authentic interagency collaborative processes, identify needs, barriers and resources, and promote public awareness. Project achievements and barriers recognized by the community network are discussed in the context of the CAR model. Implications for policy, programming, and research are considered.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995969","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
Resisting Legacies of Racialized Adversities: Counterstories of South Asians Navigating Transition Planning 抵制种族化逆境的遗产:南亚人在过渡规划中的反故事
3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-10-11 DOI: 10.1177/21651434231200817
Sehrish Shikarpurya, Carly B. Gilson
{"title":"Resisting Legacies of Racialized Adversities: Counterstories of South Asians Navigating Transition Planning","authors":"Sehrish Shikarpurya, Carly B. Gilson","doi":"10.1177/21651434231200817","DOIUrl":"https://doi.org/10.1177/21651434231200817","url":null,"abstract":"Strengthening parent support is critical to increasing the transition to adulthood outcomes of racially minoritized youth. However, in literature, the transition experiences of racially minoritized parents are often characterized using deficit-based language. Strengths-based counternarratives of racially minoritized parents could offer a broader account of parent experiences. We conducted a pilot sequential explanatory transformative mixed methods design with equal priority to capture the adversities experienced and the strengths leveraged by South Asian parents when navigating the transition planning process. We used the strengths-based frameworks of community cultural wealth and counterstories to reframe and re(present) the transition experiences of South Asian parents. Specifically, we blended quantitative ( N = 46) and qualitative findings ( N = 8) to develop a preliminary meta-inference of the transition experiences of South Asian parents. We discuss the implications of our findings for research and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210239","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
A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS MTSS教学自主学习模式研究综述
3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-10-11 DOI: 10.1177/21651434231200000
Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed, Richard Chapman
{"title":"A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS","authors":"Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed, Richard Chapman","doi":"10.1177/21651434231200000","DOIUrl":"https://doi.org/10.1177/21651434231200000","url":null,"abstract":"Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210520","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
From the Editors 来自编辑
3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-10-09 DOI: 10.1177/21651434231197314
Val Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434231197314","DOIUrl":"https://doi.org/10.1177/21651434231197314","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135045221","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
You’re Hired!: Effects of eCoaching Transition-Age Students With Autism During Job Interview Preparation 你被雇佣了!:过渡年龄自闭症学生求职面试辅导的效果
3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-09-25 DOI: 10.1177/21651434231198492
Annemarie L. Horn, Laura C. Chezan, Jonna L. Bobzien, Marcia L. Rock, Aeshah Alturki, Olga Karadimou
{"title":"You’re Hired!: Effects of <i>e</i>Coaching Transition-Age Students With Autism During Job Interview Preparation","authors":"Annemarie L. Horn, Laura C. Chezan, Jonna L. Bobzien, Marcia L. Rock, Aeshah Alturki, Olga Karadimou","doi":"10.1177/21651434231198492","DOIUrl":"https://doi.org/10.1177/21651434231198492","url":null,"abstract":"Many individuals with autism spectrum disorder (ASD) are inequitably unemployed due to challenges associated with the social and communication demands of the traditional job interview process. Using a single-case multiple-baseline design replicated across participants, we evaluated the effects of eCoaching with online bug-in-ear (BIE) technology on responses to job interview questions in transition-age students with ASD. Results demonstrated a functional relation between the intervention and target behavior, and the acquired interview skills were maintained up to 6 weeks post-intervention. Social validity findings indicated all participants enjoyed receiving feedback through online BIE while participating in live-streamed mock job interviews and would recommend this intervention to others. This study extends the limited literature on promoting employment opportunities for job-seeking individuals with ASD.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816993","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
Barriers to Implementing Student-Led IEPs 实施学生主导的iep的障碍
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-08-16 DOI: 10.1177/21651434231190301
Andrew R. Scheef, K. H. Yeager, Malarie E. Deardorff
{"title":"Barriers to Implementing Student-Led IEPs","authors":"Andrew R. Scheef, K. H. Yeager, Malarie E. Deardorff","doi":"10.1177/21651434231190301","DOIUrl":"https://doi.org/10.1177/21651434231190301","url":null,"abstract":"Traditional teacher-led individualized education programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47501009","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
Advancing Anti-Racism and Anti-Ableism in Transition: Equity-Oriented Indicators for Research 在转型中推进反种族主义和反残疾主义:面向公平的研究指标
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-08-06 DOI: 10.1177/21651434231189665
LaRon A. Scott, K. Shogren
{"title":"Advancing Anti-Racism and Anti-Ableism in Transition: Equity-Oriented Indicators for Research","authors":"LaRon A. Scott, K. Shogren","doi":"10.1177/21651434231189665","DOIUrl":"https://doi.org/10.1177/21651434231189665","url":null,"abstract":"There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46832678","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
From the Editors 来自编辑
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2023-07-19 DOI: 10.1177/21651434231185016
Valerie L. Mazzotti, Allison R. Lombardi
{"title":"From the Editors","authors":"Valerie L. Mazzotti, Allison R. Lombardi","doi":"10.1177/21651434231185016","DOIUrl":"https://doi.org/10.1177/21651434231185016","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854277","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
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