Literaturnachweis - Detailanzeige
Autor/inn/en | Barnard-Brak, Lucy; Richman, David M.; Mutua, Kagendo; Williamson, Amy |
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Titel | Predictors of Employment for Adults with Intellectual and Developmental Disabilities Participating in a Postsecondary Transition Program in the United States |
Quelle | In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 1, S.116-121 (6 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Barnard-Brak, Lucy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2322 |
DOI | 10.1111/jar.13040 |
Schlagwörter | Predictor Variables; Employment; Adults; Intellectual Disability; Developmental Disabilities; Transitional Programs; Vocational Education; Postsecondary Education; Job Skills; Alabama |
Abstract | Background: Previous research has shown that post-secondary collegiate vocational educational programs often have positive effects on employment outcomes for young adults with intellectual and developmental disabilities. Aims: Using secondary data of a program in the United States collected over several years, we examined which intervention components of a postsecondary education transition program predicted subsequent employment for young adults with intellectual and developmental disabilities. Materials & Methods: The sample consisted of 56 individuals that participated in a transition-services collegiate program; Crossing Points, University of Alabama. Results: Results were able to robustly indicate that acquiring job-specific skills was a much better predictor than global measures of intellectual or adaptive behaviour. Additionally, survival curve analyses as an innovative approach to this population showed that there was a positive relation between the number of job-specific training sessions and eventual community employment. Discussion: Results are discussed in relation to a historical parallel movement to expand inclusion of students with intellectual and developmental disabilities in the least restrictive educational setting for primary and secondary public education years. Conclusion: In conclusion, the results of the current study suggest positive findings with job-skills training both specific and general. [Transition and Postsecondary Programs for Students with Intellectual Disabilities provided funding for this report.] (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |