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The Role Of Identity Formation And Career Indecisiveness In Effective School-To-Work Transitions For Students With Emotional And Behavioral Disabilities, Elizabeth S. Garfield
The Role Of Identity Formation And Career Indecisiveness In Effective School-To-Work Transitions For Students With Emotional And Behavioral Disabilities, Elizabeth S. Garfield
Theses
Many school districts devote the majority of their transition resources to those students that are graduating and continuing their education through college. However, only about 15% of ninth grade students go on to graduate high school and obtain a 4-year college degree within six years of their high school graduation. Schools focus their resources and curriculum on the college bound minority instead of the work bound majority. This contributes to ineffective transition planning for those students going directly from school to work; and is especially true for students with Emotional/Behavioral disabilities (ED/BD). These students are leaving school unprepared to be …
The School-To-Work Transition Of Students With Learning Disabilities: The Influence Of Identity Status, Personality, And Career Decidedness On Career Decision Making, Jennifer L. Merry
The School-To-Work Transition Of Students With Learning Disabilities: The Influence Of Identity Status, Personality, And Career Decidedness On Career Decision Making, Jennifer L. Merry
Theses
Students with learning disabilities have higher dropout rates and have lower wages and employment rates. Furthermore, students with learning disabilities are less likely to have a full-time job and are more likely to attend a two-year college rather than a four-year college compared to those without disabilities. Approximately three million students are classified as having a specific learning disability in the United States. The challenges and struggles they deal with during the school years continues into the world of work. Federal legislation (e.g., IDEA) mandates that a transition plan is included in a student's Individualized Education Plan (IEP), which needs …
Assessing Deaf College Students With Attention Deficit Hyperactivity Disorder: Behavior Rating Inventory Of Executive Function – Adult Version Versus Caars, Rebecca Mowell
Theses
This study examined the sensitivity of two instruments used in assessing Attention Deficit Hyperactivity Disorder (ADHD) with deaf individuals. Forty deaf college students, 20 with a diagnosis of ADHD and 20 controls, completed the Behavior Rating Inventory of Executive Function – Adult Version (BRIEF-A) and the Connors’ Adult ADHD Rating Scale (CAARS). An analysis of variance (ANOVA), multivariate analyses of variance (MANOVA), and sensitivity, specificity, and predictive value analyses found that both the BRIEF-A and CAARS were adequate behavior rating scales for measuring ADHD symptoms in a deaf population. Results also revealed that the BRIEF-A was a more specific measure …