Education Commons^™

Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor

Theses and Dissertations

Despite efforts through legislation to increase the engagement of individuals with intellectual and developmental disabilities (IDD) in competitive integrated employment (CIE) and post-secondary education, outcomes remain poor. However, recent policy has emphasized CIE as a preferred outcome and created new opportunities to engage individuals with IDD in post-secondary education. Likewise, research into the transition of youth with disabilities has revealed several predictors of post-school success including inclusive education and a variety of vocationally-oriented experiences. Previous research had not determined whether students with IDD received both inclusive academic education and vocational transition experiences or how these predictors might interact. The purpose …

Effects Of Behavioral Skills Training With In Situ Training On Workplace Conversational Skills Of Transition-Aged High School Students With Autism Spectrum Disorder, Holly N. Whittenburg

Theses and Dissertations

Young adults with autism spectrum disorder (ASD) experience high rates of unemployment in the years immediately following high school (Hendricks & Wehman, 2009; Roux et al., 2015), yet very few studies to date have investigated approaches to teaching transition-aged high school students work-related social skills within competitive, integrated workplace settings. Furthermore, difficulties in developing relationships with coworkers within the workplace may negatively affect employment (Baldwin et al., 2014; Sperry & Mesibov, 2005). Research is needed that examines methods for improving interactions with coworkers.

This study investigated the effects of a behavioral skills training (BST) with in situ training intervention package …

The Role Of Professional Development On Secondary Special Educators Self-Efficacy Regarding The Use Of Evidence-Based Transition Practices, Lauren P. Bruno

Theses and Dissertations

The purpose of this study was to determine how transition specific professional development influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of evidence-based transition practices. Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices to students with disabilities. Based on Bandura’s Social Cognitive Theory, and Desimone’s framework for effective professional development, this study identified how different variables related to professional development can influence teacher self-efficacy in terms of delivering evidence-based transition practices. Specifically, a correlational research design was used to investigate teacher self-efficacy to …

Educational Predictors For Postsecondary Living Status, Irina Cain

Theses and Dissertations

This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and …