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postsecondary transition

Susan W White, Rebecca Elias, Nicole N Capriola-Hall, Isaac C Smith, Caitlin M Conner, Susan B Asselin, Patricia Howlin, Elizabeth E Getzel, Carla A Mazefsky
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input...
July 6, 2017: Journal of Autism and Developmental Disorders
Lucretia A Berg, Tracy Jirikowic, Katie Haerling, Ginger MacDonald
Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum-including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations-is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Maria M Eismann, Rebecca Weisshaar, Cristina Capretta, Dennis S Cleary, Anne V Kirby, Andrew C Persch
OBJECTIVE: This study had a twofold purpose: (1) identify the characteristics of people with disabilities who received occupational therapy services during their transition to adulthood and (2) determine factors associated with their successful postsecondary transition. METHOD: This study was a secondary analysis of National Longitudinal Transition Study-2 data. Data analyses include descriptive statistics, binary logistic regression, and simple linear regression...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Lee I Ascherman, Julia Shaftel
Youth with learning disorders, speech/language disorders, and/or attention-deficit/hyperactivity disorder may experience significant struggles during the transition from high school to postsecondary education and employment. These disorders often occur in combination or concurrently with behavioral and emotional difficulties. Incomplete evaluation may not fully identify the factors underlying academic and personal challenges. This article reviews these disorders, the role of special education law for transitional age youth in public schools, and the Americans with Disabilities Act in postsecondary educational and employment settings...
April 2017: Child and Adolescent Psychiatric Clinics of North America
Rebecca Elias, Susan W White
Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (nā€‰=ā€‰52) and ADHD (nā€‰=ā€‰47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD...
March 2, 2017: Journal of Autism and Developmental Disorders
Todd C Honeycutt, Priyanka Anand, Max Rubinstein, Steven N Stern
OBJECTIVE: We examine the role of state vocational rehabilitation (VR) agencies (SVRA) in providing postsecondary education support to transition-age youth with and without mental health conditions (MHC) to provide insights into who receives such supports and the association between the receipt of postsecondary education support and successful VR exits. METHOD: We used data from SVRA administrative records (fiscal years 2002 through 2013) for a secondary analytical approach that relied on descriptive and regression methods, resulting in the identification of 436,883 VR youth clients who applied from 2002 to 2004...
June 2017: Psychiatric Rehabilitation Journal
LaRon A Scott, Colleen A Thoma, Lauren Puglia, Peter Temple, Allison D'Aguilar
Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth ( Sanford et al., 2011 ). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy ( Thoma, Cain, & Walther-Thomas, 2015 ). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework ( Thoma, Cain, et al...
February 2017: Intellectual and Developmental Disabilities
David Wiljer, Alexxa Abi-Jaoude, Andrew Johnson, Genevieve Ferguson, Marcos Sanches, Andrea Levinson, Janine Robb, Olivia Heffernan, Tyson Herzog, Gloria Chaim, Kristin Cleverley, Gunther Eysenbach, Joanna Henderson, Jeffrey S Hoch, Elisa Hollenberg, Huan Jiang, Wanrudee Isaranuwatchai, Marcus Law, Sarah Sharpe, Tim Tripp, Aristotle Voineskos
BACKGROUND: Seventy percent of lifetime cases of mental illness emerge prior to age 24. While early detection and intervention can address approximately 70% of child and youth cases of mental health concerns, the majority of youth with mental health concerns do not receive the services they need. OBJECTIVE: The objective of this paper is to describe the protocol for optimizing and evaluating Thought Spot, a Web- and mobile-based platform cocreated with end users that is designed to improve the ability of students to access mental health and substance use services...
November 4, 2016: JMIR Research Protocols
Brian T Gregg, Dana M Howell, Anne Shordike
An increasing number of U.S. military veterans are entering postsecondary education with problems attributed to deployed military service. The primary objective of this research was to describe the lived experiences of student veterans transitioning from active military service to postsecondary education. Phenomenological interviews were performed with 13 student veterans who had transitioned from military deployment to postsecondary education. An overall essential meaning of "emerging in college culture" was manifested from three themes, supported by rich textural and structural descriptions of student veterans' experiences: (1) repurposing military experiences for life as a student veteran, (2) reconstructing civilian identity, and (3) navigating postsecondary context and interactions...
November 2016: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
Susan W White, Rebecca Elias, Carlos E Salinas, Nicole Capriola, Caitlin M Conner, Susan B Asselin, Yasuo Miyazaki, Carla A Mazefsky, Patricia Howlin, Elizabeth E Getzel
BACKGROUND: There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS: The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS: A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i...
September 2016: Research in Developmental Disabilities
Amanda M Giust, Diana M Valle-Riestra
Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training...
January 1, 2016: Journal of Intellectual Disabilities: JOID
Amy M Salazar, Stephanie S Roe, Jessica S Ullrich, Kevin P Haggerty
Youth transitioning from foster care to adulthood access and succeed in college at much lower rates than the general population. A variety of services exist to support youth with their postsecondary goals, but few if any have evidence for their effectiveness. As part of a National Institute on Drug Abuse-funded intervention development project to design Fostering Higher Education, a structured, testable postsecondary access and retention intervention for youth transitioning from foster care to adulthood, focus groups were conducted with community stakeholders to collect recommendations for how to most effectively structure the intervention...
May 2016: Children and Youth Services Review
Vivien Chan
The number of students entering post-secondary education with already diagnosed disabilities is on the rise and mirrors the percentage of children in primary and secondary public schools with registered disabilities. Requirements governed by civil rights laws fundamentally change when comparing the support schools have to provide to students during primary and secondary school with disability access in postsecondary higher education. Psychiatrists may be asked to assist with scholastic disability at any stage of education and need to know about available supports and the parameters of disability in schools...
February 2016: Current Psychiatry Reports
Anne M Roux, Paul T Shattuck, Jessica E Rast, Julianna A Rava, Amy D Edwards, Xin Wei, Mary McCracken, Jennifer W Yu
Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college...
2015: Autism Research and Treatment
David Zarifa, David Walters, Brad Seward
Canada's fear of future skill and labor shortages has brought youth with disabilities to the forefront of public policy. Many universities are now reporting that an increased proportion of their graduating students identify as having a disability, and as a result, educational achievement-based programs designed to accommodate students' needs are growing across campuses. Despite recent attention by policymakers on improving accessibility standards and increasing employer incentives, young Canadians with disabilities continue to face barriers in their transitions to the workforce...
November 2015: Canadian Review of Sociology, Revue Canadienne de Sociologie
Stephanie W Cawthon, Rachel Leppo, Jin Jin Ge, Mark Bond
Using data from the second National Longitudinal Transition Study (Newman et al., 2011), the authors investigated longitudinal patterns of educational accommodations use in secondary and, later, postsecondary settings by students who are d/Deaf or hard of hearing (SDHH). The study focused on language and communication (LC) accommodations used primarily by SDHH, plus non-LC accommodations typically used by a broad range of students. Both LC accommodations for standardized testing and instruction showed decreased use in postsecondary settings compared with high school...
2015: American Annals of the Deaf
Soo-Yong Byun, Matthew J Irvin, Judith L Meece
Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their non-rural counterparts and which factors explained these rural/nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution...
2015: PJE. Peabody Journal of Education
Consuelo M Kreider, Roxanna M Bendixen, Barbara J Lutz
AIM: To inform rehabilitation professionals' role in supporting transition to higher education through identification and description of disability related needs experienced by university students. METHODS: Participants were recruited from a large research-intensive university in the southeastern United States and included 13 students eligible for university disability services, 9 university personnel, and 1 parent of a university student with a disability. Disabilities of study participants were invisible; all but one chose to disclose diagnostic information...
2015: Physical & Occupational Therapy in Pediatrics
Shara B Goudreau, Melissa Knight
OBJECTIVE: ADHD is defined as impairment to self-regulatory behavior and executive functioning (EF). Many students with other learning disabilities (LD) also experience EF impairments. With the rising number of students with ADHD and LD enrolling in higher education, it is important to recognize the challenges these students face and to provide effective support when transitioning from secondary to postsecondary school. This article examines the challenges of the transition from secondary to postsecondary environments, specifically with the student diagnosed with ADHD and/or other LD...
April 27, 2015: Journal of Attention Disorders
Kathleen Sheppard-Jones, Harold Lawrence Kleinert, Wendy Druckemiller, Megan Kovacevich Ray
Postsecondary education (PSE) is increasingly becoming an option for students with intellectual disability (ID; Grigal & Hart, 2012 ). Postsecondary education offers the promise of pursuing a valued social role (that of college student), enhanced social networks, and, most significantly, increased employment options. To date, research and practice in the area of transition to PSE for students with ID has focused primarily upon the sending (public school systems) and receiving (colleges or universities) agencies ( Oertle & Bragg, 2014 ; Thoma et al...
April 2015: Intellectual and Developmental Disabilities
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