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Career Development and Transition for Exceptional Individuals最新文献

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Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students 教师行为和情感评定量表用于过渡年龄学生的有效性和可靠性证据
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-09-17 DOI: 10.1177/21651434221119794
M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein
{"title":"Validity and Reliability Evidence for Use of the Teacher-Rated Behavioral and Emotional Rating Scale with Transition-Age Students","authors":"M. Lambert, J. Sinclair, Jodie R. Martin, M. Epstein","doi":"10.1177/21651434221119794","DOIUrl":"https://doi.org/10.1177/21651434221119794","url":null,"abstract":"Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the Behavioral and Emotional Rating Scale-3: Teacher Rating Scale (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"104 - 115"},"PeriodicalIF":3.3,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46577557","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
Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students With Disabilities 残障学生升学及就业准备教师期望调查之开发与验证
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-09-01 DOI: 10.1177/21651434221116311
Jessica L. Monahan, Allison R. Lombardi, Joseph W. Madaus, Jennifer Freeman, Nicholas W. Gelbar
{"title":"Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students With Disabilities","authors":"Jessica L. Monahan, Allison R. Lombardi, Joseph W. Madaus, Jennifer Freeman, Nicholas W. Gelbar","doi":"10.1177/21651434221116311","DOIUrl":"https://doi.org/10.1177/21651434221116311","url":null,"abstract":"All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"83 - 93"},"PeriodicalIF":3.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036340","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: 1
The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery 支持残疾青年独立生活中心的重要性:对最大限度地提供过渡服务的关键贡献
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-08-20 DOI: 10.1177/21651434221116310
A. Plotner, Charles B. Walters
{"title":"The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery","authors":"A. Plotner, Charles B. Walters","doi":"10.1177/21651434221116310","DOIUrl":"https://doi.org/10.1177/21651434221116310","url":null,"abstract":"An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for youth and young adults with disabilities. This study explored CIL professionals’ contributions in supporting transition-age youth. Furthermore, the study examined these professionals’ perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight U.S. CILs. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"94 - 103"},"PeriodicalIF":3.3,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46675025","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: 1
Corrigendum to A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism 对自闭症个体的基于技术的职业干预的范围审查的更正
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-08-01 DOI: 10.1177/21651434221110756
{"title":"Corrigendum to A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism","authors":"","doi":"10.1177/21651434221110756","DOIUrl":"https://doi.org/10.1177/21651434221110756","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"45 1","pages":"170 - 170"},"PeriodicalIF":3.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46911888","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 : 2022-07-09 DOI: 10.1177/21651434221110753
Val Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434221110753","DOIUrl":"https://doi.org/10.1177/21651434221110753","url":null,"abstract":"Welcome to the third issue of 2022! As we move into summer 2022, it definitely seems things are somewhat returning to normal. In May, we celebrated our first <i>in person</i> conference at the Division on Career Development and Transition international conference in Myrtle Beach, South Carolina. This was the first <i>in person</i> event since fall of 2019 when we were all together in Seattle, Washington. It was great to see many of you at our <i>Career Development and Transition for Exceptional Individuals</i> (CDTEI) Editorial Board meeting <i>in person</i> at DCDT. As editors of CDTEI, we continue to be proud of the field of secondary transition and greatly appreciative of the continued, rigorous work of our reviewers and authors. We are excited to share issue 45:3 with you.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"11 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515570","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
Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum 作为年轻人大学过渡计划的一部分，缩写和改编的PEERS®课程对自闭症谱系的影响
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-05-20 DOI: 10.1177/21651434221098411
Sarah K. Howorth, Deborah L. Rooks-Ellis, A. Cobo-Lewis, Joshua P. Taylor, C. Moody
{"title":"Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum","authors":"Sarah K. Howorth, Deborah L. Rooks-Ellis, A. Cobo-Lewis, Joshua P. Taylor, C. Moody","doi":"10.1177/21651434221098411","DOIUrl":"https://doi.org/10.1177/21651434221098411","url":null,"abstract":"College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"69 - 82"},"PeriodicalIF":3.3,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43520768","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 Directed Content Analysis of Interagency Collaboration Literature Within the Framework of the Working Alliance 工作联盟框架下机构间协作文献的定向内容分析
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-05-12 DOI: 10.1177/21651434221090897
Jinhee Park, Julie C. Hill, Tammy W. Montgomery, Katherine Barker, Kevin L. White
{"title":"A Directed Content Analysis of Interagency Collaboration Literature Within the Framework of the Working Alliance","authors":"Jinhee Park, Julie C. Hill, Tammy W. Montgomery, Katherine Barker, Kevin L. White","doi":"10.1177/21651434221090897","DOIUrl":"https://doi.org/10.1177/21651434221090897","url":null,"abstract":"This study examined previous literature that described approaches to interagency collaboration and identified the most appropriate practices to implement while working with transition-age youth with disabilities and their families. Within this qualitative content analysis review of literature on interagency collaboration, we used the theory of working alliance and its three categories (i.e., goals, bonds, tasks) to support best practices in interagency collaboration for youth with disabilities. Twelve themes were developed to support the three categories and define how stakeholders could create successful interagency collaboration. These themes can be used to provide guidance for best practices to inform successful interagency collaboration among those involved in the transition planning process. Limitations and implications for future research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"28 - 39"},"PeriodicalIF":3.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41496017","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
Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard of Hearing in Saudi Arabia 沙特阿拉伯失聪和有听力障碍的年轻女性的中学后过渡经历
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-05-03 DOI: 10.1177/21651434221091198
Anwar A. Alsalamah, Marcus I. Poppen
{"title":"Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard of Hearing in Saudi Arabia","authors":"Anwar A. Alsalamah, Marcus I. Poppen","doi":"10.1177/21651434221091198","DOIUrl":"https://doi.org/10.1177/21651434221091198","url":null,"abstract":"This study explored the postsecondary transition experiences of young women who were deaf and hard of hearing (DHH) at a higher education institution in the Kingdom of Saudi Arabia (KSA). Data were collected using semi-structured interviews with 17 undergraduate women who were DHH and enrolled in a higher education institution in the KSA. The data were analyzed thematically and inductively using qualitative analyses software. Eight themes emerged from the data analysis. These themes reflected a wide range of transition experiences among students who were DHH, including their previous experiences in high school, their current experiences in higher education, and preparation to make the transition from college to work. Implications for future research and practice are discussed and include further exploration about the impacts of postsecondary education programs in supporting positive outcomes and working to close the gaps between policy and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"56 - 68"},"PeriodicalIF":3.3,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619930","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: 1
Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers 从高校服务提供者的角度看如何促进两届ASD优秀学生的大学过渡
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-04-28 DOI: 10.1177/21651434221091230
Joseph W. Madaus, Alexandra Cascio, Julie Delgado, Nicholas W. Gelbar, Sally Reis, Emily Tarconish
{"title":"Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers","authors":"Joseph W. Madaus, Alexandra Cascio, Julie Delgado, Nicholas W. Gelbar, Sally Reis, Emily Tarconish","doi":"10.1177/21651434221091230","DOIUrl":"https://doi.org/10.1177/21651434221091230","url":null,"abstract":"Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved and understudied cohort of students, as their talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"40 - 51"},"PeriodicalIF":3.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48147710","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: 2
From the Editors 来自编辑
IF 3.3 3区 教育学
Career Development and Transition for Exceptional Individuals Pub Date : 2022-04-08 DOI: 10.1177/21651434221088363
Val Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434221088363","DOIUrl":"https://doi.org/10.1177/21651434221088363","url":null,"abstract":"Welcome to the second issue of 2022! As we continue to weather the pandemic together and face uncertain times, secondary transition researchers have been hard at work ensuring high-quality, evidence-based practices are disseminated to readers. As editors of <i>Career Development and Transition for Exceptional Individuals</i> (CDTEI), we are extremely proud of the field of secondary transition and greatly appreciative of the continued, rigorous work of our reviewers and authors. We are excited to share issue 45.2 with you.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"152 4 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515615","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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